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Syllabus

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Ravi Kumar

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UNIVERSITY OF DELHI

CNC-I/O93/1/EC-1276/25/01(i)
Dated: 31.07.2025

NOTIFICATION
Sub: Amendment to Ordinance V
(ECR 24-11/dated 12.07.2025)
Following addition be made to Annexure-ll-A to the Ordinance V(2-A) of
the Ordinances of the University;

Add the following:

Thesyllabus of MA Philosophy in the Department of Philosophy under
the Faculty of Arts based on Postgraduate Curriculum Framework 2024 for
Semester-l and Semester-ll, is notified herewith for the information of all
Concerned as per Annexure-1.

REGISTRAR
MA 2 Years (NEP) Syllabus
Year 1, Semester 1,
Dept of Philosophy
To be effective from July 2025

1
Discipline Specific Courses (DSC)

Semester I
DSC 1 (MA, 2 Year Programme)
Classical Indian Philosophy
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Code Credit Credit distribution of the Eligibility Pre-
s course criteria requisites
of the
Lectur Tutori Practica course
e al l/
(if any)
Practice
CLASSICAL INDIAN 4 3 1 Nil Graduation None
PHILOSOPHY:
Tattva Mīmāṃsā
DSC 1

Course Title: Classical Indian Philosophy: Tattva Mīmāṃsā

Course Level: Master Level
Course Duration: 4 Units
Course Introduction:
This course is based on the classical understanding of Indian Philosophy, and tries to understand
the nature and structure of Indian Philosophical ways to know cosmology through the texts. It
includes classical theories and their metaphysical dimensions.
Course Objectives:
This paper discusses the debate between the essentialists (svabhāvāvādin) as represented by the
Vedas, Upanisads, Nyāya–Vaiśeṣika, Jainism, and other non-Buddhist systems, on the one hand,
and the anti-essentialists (niḥsvabhāvāvādin) like Nāgārjuna and his commentator Candrakīrti, on
the other, on the issues of the nature, status, and structure of reality.
Course Learning Outcome:
After the learning of this course, students will:

2
1. Analyze and develop critical thinking and interpretative skills through close reading and
discussion as represented by the Vedas, Upaniṣads, Nyāya–Vaiśeṣika, Jainism, and other
non-Buddhist systems, and the anti-essentialists on the issues of the nature, status, and
structure of reality.
2. To understand key concepts in Nāsadīya-sūkta, Chāndogya-Upaniṣad with Śaṁkara-
bhāṣya, Syādvādamañjarī, and Mādhyamikaśāstra.
3. The objective of this course will be to engage students in philosophical thinking.
4. Understanding of basic debates will strengthen students' interest in Indian Philosophy.
5. To apply, analyze and compare philosophical ideas across these traditions.

Course Structure & Readings:

This course is divided into four units, each exploring different philosophical texts and key
concepts.
Unit 1: Vedic and Upaniśadic Philosophy [3 Weeks, 12 Hours]
. Vedic Philosophy
● Notion of Cosmology
● The Hymn of the Sṛṣṭi
Essential Readings:
● Nāsadīya-sūkta (The Hymn of the Origin) of the Ṛgveda (1977).
● 10th Maṇḍala, Sūkta 129 in Panikkar, Raimundo, The Vedic Experience: Mantramañjarī,
(pp. 54-59). Delhi, Motilal Banarsidass.
● Marta Bręgiel-Pant (Trans.). (2021). Why Is There I Rather Than It?; Nāsadīya-sūkta
(The Hymn of the Origin), p. 17-36
B: Upaniṣadic Philosophy [3 Weeks, 12 Hours]
● Concept of Tat
● Methods to attain Brahman
● Illustrations
Essential Readings:
● Chāndogya-Upaniṣad with Śaṃkara-bhāṣya, (1978). Chapter 6, in Som Raj Gupta
(translation), The Word Speaks to the Faustian Man, Vol. 4, Delhi, Motilal Banarasidas,
2001.
● Radhakrishnan, S., The Principal Upaniṣads, London, George Allen & Unwin, 1974, pp.
446-467; and

3
● The Twelve Principle Upaniṣads, Vol II, R. L. Mitra and E.B. Cowell (tr.), Nag
publishers Delhi.
Unit 2: Philosophy of Jainism [4 Weeks, 12 Hours]
● Introduction to Jainism
● Concept of Syādvāda
● Anekāntavāda
● Theories of Soul
Essential Readings:
● Syādvādamañjari of Malliṣeṇa (1933). A.B. Dhruva (ed.), Poona, 1933 (Chapters 21-
30).
● Translation by F.W. Thomas, The Flowers' Spray of the Quodammodo Doctrine: Śrī
Malliṣeṇasūrī Syādvādamañjarī, Akademe Verlag, Stutgart, 1960, pp. 129-165.

Unit 3: Buddhist Philosophy [3 Weeks, 12 Hours]

● Nature of the reals
● Theories of Reals
● Debates between essentialists and non-essentialists
Essential Readings:
● Madhyamakaśāstra of Nāgārjuna with the commentary: Prasannapadā by Candrakīrti,
(1960). P.L. Vaidya (ed.), Darbhanga: The Mithila Institute (Chapter-1).
● Translation in Mervyn Sprung, Lucid Exposition of the Middle Way, (pp. 32-75). London,
Routledge & Kegan Paul.
Unit 4: Mīmāṃsā Philosophy [3 Weeks, 12 Hours]
● Introduction to Mīmāṃsā
● Debates on Arthatantra between Mīmāṃsā schools
Essential Readings:
● Jaimini's Mīmāṃsā-sūtra, Chapter-1, with Kumārila Bhaṭṭa and Prabhākara’s Debate on
Arthatantra.
● Jha, Ganganatha (1909). Ślokavārtika, Sūtra-I to IV Calcutta. pp.1-112.

Further Readings:
1. Marta Bręgiel-Pant (Trans.). (2021). Why Is There I Rather Than It? Peter Lang.

4
2. Brereton, Joel B. (1999). “Edifying puzzlement: Ṛgveda 10.129 and the uses of enigma,”
Journal of American oriental society119, pp. 248-260.
3. Ranade, R.V. (1986). A Constructive Survey of Upaniṣadic Philosophy. Bombay:
Bharatiya Vidya Bhavan.
4. Sharma, Baldev Raj. (1972). The Concept of Ātman in the Principal Upaniṣads. Delhi:
Dinesh Publications.
5. Perrett, Roy W. (ed.). (2001). Indian philosophy: A collection of readings, Vol. 3:
Metaphysics. New York: Garland Publishing Inc.
6. Shah, Nagin J. (ed.). (2000). Jaina theory of multiple facets of reality and truth
(Anekāntavāda). Delhi: Motilal Banarsidass.
7. Murti, TRV. (1970). The central philosophy of Buddhism. London: George Allen &
Unwin.
8. Garfield, Jay. (1995). The fundamental wisdom of the middle way. Oxford: Oxford
University Press.
9. Kalupahana. D.J. (1991). Mūlamadhyamakakārikā of Nāgārjuna: The philosophy of the
middle way. Delhi: Motilal Banarsidass.
10. Mohanty, J.N. (2000). Classical Indian philosophy: An introductory text. New
Delhi:Oxford University Press.
11. Jha, Ganganatha (1933). Śabara-Bhāṣya Vol.-I Chapter-1, Baroda. pp.1-48.
12. Rao, B. Suryanarain (1949). Śrī Jaimini-sūtras, Raman publication, Banglore.
13. Devasthali, G. V. (1959). Mīmāṃsā: The Vākhya Śāstra of ancient India, Bombay.
14. Francis X. D'sa, S. J. (1980). Śabdaprāmāṇyam in Śabara and Kumārila,Vienna.
15. A. Ramulu, Dr. (1990). Bhaṭṭa Prabhākara Mīmāṃsā Mysore.

Tutorial Activities

● Dialogical methods as used in various schools of Indian Philosophy especially in

Upanisads and in Buddhist suttas.
● Students would be treated as potential teachers,scholars,academicians while adopting this
method to initiate the discussion on Indian philosophical issues.

Keywords: Veda, Upanishad, Mimāmsā, Anekāntvada, Emptiness, Brahman

5
Semester I

DSC 2 (MA, 2 Year Programme)

GREEK PHILOSOPHY

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-
Code criteria requisites
of the
Lecture Tutorial Practical/ course
Practice (if any)

GREEK 4 3 1 Nil Graduation None

PHILOSOPHY
DSC 2

Course Objectives

1. To make students read some of the most fundamental works of Philosophy and
understand the comprehensive nature of Greek Philosophy
2. To acquaint students with key elements of Plato’s early and middle thinking
3. To introduce students to the manner in which Aristotle works on Metaphysics
4. To make students appreciate Aristotle’s theory of mind and see its connection with
current approaches to the mind

Course Learning Outcomes

1. Students will get acquainted with Plato and Aristotle's philosophies

2. Students will develop a notion of methodology in philosophy and the importance of
definitions
3. Students will be familiarized with the importance of categorisation/classification
4. Students will absorb interesting ideas about the treatment of the mind in philosophy

Unit 1: Introduction to Plato (3 Weeks, 12 Hours)

1. Importance of definition
2. Socratic questioning
3. The importance of reason

6
Essential Readings:
Plato’s Euthyphro and Crito In Reeve, C.D.C. (Ed.). (2012). A Plato reader: Eight essential
dialogues. Indianapolis: Hackett Publishing.

Unit 2: Plato on Virtue (4 Weeks, 16 Hours)

1. Definition of virtue
2. The paradox of inquiry
3. Knowledge and true belief

Essential Readings:
Plato’s Meno. In Reeve, C.D.C. (ed.). (2012). A Plato reader: Eight essential dialogues. Hackett
Publishing.

Unit 3: Introduction to Aristotle (4 Weeks, 16 Hours)

1. Metaphysics
2. Categories
3. Classification

Essential Readings:

Aristotle (1991). Categories. J. Barnes (Ed.), Aristotle: Complete Works (pp. 2-27). Princeton
University Press.

Unit 4: Aristotle on the Nature of the Mind (4 Weeks, 16 Hours)

1. The nature of mind

2. Mental phenomena
3. Body and mind

Essential Readings:

Aristotle (22016). De Anima (Christopher Shields, Trans.), pp. 50-73. Clarendon Press.

Suggestive Readings:

1. Cohoe, C. M. (2014). Nous in Aristotle's De Anima. Philosophy compass 9 (9), 594-604.

2. Hamlyn, D.W. (1993). Aristotle’s de anima (Books II and III). Clarendon Press.

7
3. Harte, V. (2008). Plato’s metaphysics. In Gail Fine (ed.), Oxford handbook of Plato.
Oxford University Press.
4. Lee, D. (translator). (1974). Plato: The republic. Penguin Classics.
5. Lewis, F. (2009). Form and matter. In G. Anagnostopoulos (Ed.), A companion to Aristotle
(pp 162-185). Blackwell.

6. Miller, C. (2013). The Euthyphro dilemma. In Blackwell international encyclopedia of

ethics (pp. 1-7). Blackwell.

7. Scott, D. (2006). Plato’s Meno. Cambridge University Press.

8. Reeve, C.D.C. (ed.). (2012). A Plato Reader: Eight essential readings. Hackett Publishing.

9. Nussbaum, M. C. & Rorty, A. (eds.). (1995). Essays on Aristotle's De Anima. Oxford

University Press.

Tutorial Activities (15 Hrs)

The Internal Assessment evaluation will be done on the basis of class tests or presentations or
research papers or a combination of these. A portion of the evaluation may also be allotted to
attendance in class, tutorial attendance and participation. The tutorials will be conducted through
the following activities:
● Group discussion on a specific topic .
● Presentation on a topic
● Search five relevant papers regarding the syllabus from top journals in Greek Philosophy
● writing short papers on specific topics

Keywords:

Plato, piety, virtue, justice, Aristotle, categories, soul, mind

DSC 3 Logic
Semester 1

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

8
Course Credit Credit distribution of the Eligibility criteria Pre-
title & s course requisite of
Code the course

Lecture Tutoria Practical/ (if any)

l
Practice

LOGIC 4 3 1 Nil Graduation None

DSC 3

Course Objectives

1. Develop a clear understanding of fundamental concepts in formal logic, including

propositions, arguments, logical connectives, and truth values.

2. Learn to apply propositional logic to evaluate the validity of arguments using truth tables,
also do proofs with 18 rules

3. Gain proficiency in predicate logic, including quantifiers, and the ability to form and
evaluate logical statements involving predicates.

4. Learn the use of possible worlds in logic and master the concepts and proofs involved in
normal modal logic

Learning Objectives

Upon taking this course students will be able to:

1. recognize and define basic logical components such as propositions, logical connectives
(AND, OR, NOT), and quantifiers (universal and existential), tautologies and
contradictions

2. construct and analyze truth tables, do proofs with 18 rules, and also do conditional and
indirect proofs

3. translate natural language arguments and statements into formal logical expressions using
symbolic notation.

4. Develop the tools for understanding modality and the way it is treated formally in modal
logic

Course Structure

9
Unit 1: Basic Concepts (3 weeks, 12 hours)

1. Arguments

2. Logical connectives

3. Truth tables

Essential Reading

Hurley, P. (2014) A Concise Introduction to Logic, Wadsworth Publishing Co Inc; 12th

Revised edition, (Chapters 6)

Unit 2: Natural Deduction Systems (6 weeks, 24 hours)

1. Proofs in propositional logic and predicate logic

2. Conditional Proof

3. Indirect Proof

Essential Readings

Hurley, P. (2014) A Concise Introduction to Logic, Wadsworth Publishing Co Inc; 12th

Revised edition, (Chapters 7, 8)

Unit 3: Modal Logic (3 weeks, 12 hours)

1. Possible Worlds

2. Normal Modal Logics

3. Interpreting Possible Worlds

Essential Readings

Priest, G. (2001). An Introduction to Non-Classical Logic, Cambridge, Cambridge University

Press. (Chapters 2 and 3)

Unit 4: Formal Language and Natural Language (3 weeks, 12 hours)

1. Implication and Implicature

2. Restricted Quantification

3. Names and Descriptions

Essential Readings

Grice, H. P. (1989). “Logic and Conversation”, in his Studies in the Way of Words, Harvard
University Press, pp. 22-40.

10
Borg, E. & Lepore, E. (2001). “Symbolic Logic and Natural Language” in Dale Jacquette (Ed.)
Companion to Philosophical Logic, Blackwell.

Suggestive Readings

1. Papineau, D. (2012). Philosophical Devices: Proofs, Probabilities, Possibilities, and

Sets, OUP.

2. Melia. J. (2014). Modality, Central Problems in Philosophy, Routledge.

3. Copi, I. M., & Cohen, C. (2011). Introduction to logic (13th ed.). Pearson Education

4. Gensler, H. J. (2010). Introduction to logic (3rd ed.). Routledge.

5. Lemmon, E. J. (1999). Beginning logic (2nd ed.). Hackett Publishing.

6. Russell, B. (1922). “Logic as the Essence of Philosophy” in his Our Knowledge of the
External World, George Allen and Unwin, UK.

7. Garson, J. (2005). Modal logic (2nd ed.). Springer.

8. Fitting, M. (2002). First-order modal logic (1st ed.). Kluwer Academic Publishers.

9. Chellas, B. F. (1980). Modal logic (1st ed.). Cambridge University Press.

Tutorial Activities (15 Hrs) Students work in small groups to construct and critique formal
proofs (natural deduction, sequent calculus), translate English into formal logic, and explore
alternative proof strategies. Focus includes propositional, predicate, and modal logic.

Modal Logic: Practice syntax (□, ◇), build Kripke models, analyze frame properties, and compare
systems (K, T, S4, S5). Write short essays linking formal results to debates on necessity,
possibility, and modality types. Study extensions (temporal, deontic, epistemic, dynamic logic)
and compare with other non-classical logics.
Applications & Tools: Use software for automated reasoning and proof verification. Explore
applications in AI, linguistics, and CS. Reflect on human vs. machine logic.
Student presentations, debates, close readings, and exercises on key theorems (completeness,
soundness, compactness, decidability). Evaluate strengths and limits of logical systems.

11
Discipline Specific Electives or DSE
courses
(MA, 2 Year Programme)

DSE 1 Social and Political Philosophy (Western)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Pre-

Code s course criteria requisite of
the course

Lecture Tutoria Practical/ (if any)

l
Practice

Social and 4 3 1 Nil Graduation None

Political
Philosophy
(Western)

DSE 1

Course Objective

1. This course explores important ideas in political philosophy, including how society and
government should function, as explained by Hobbes, Locke, and Rousseau.
2. It covers concepts like property, Marx's critique of capitalism, and the debate between
individual rights and community needs.
3. It will also look at how justice involves both recognition and redistribution, as well as
how systems of power can create unfair inequalities, focusing on ideas of fairness,
equality, and social change in modern societies.

Course learning Outcomes

1. The course will help students gain a deep understanding of major political philosophers
and their influence on modern political thought.

2. It will enable students to critically assess how political systems balance individual rights
and community needs.

12
3. The course will teach students to apply concepts of justice to real-world issues of
inequality and power dynamics.

4. It will also strengthen students' ethical reasoning skills, fostering responsible engagement
with social and political issues.

Unit 1: Social Contract Theory & the Theory of State (4 weeks, 16 hours)

1. Origin of the Commonwealth

2. Understanding social contract

Essential Readings:

● Hobbes, Thomas. (1985). Leviathan, (Part II, of Commonwealth, Ch. 17, 18, 21), C. B.
Macpherson (ed.). London: Penguin Classics.
● Rousseau, J. (1947). The social contract (Bk. II: ch. 1-50), C. Frankel (trans. revised and
ed.). New York: Hafner Publishing Co.

Unit 2: Property & Natural Rights (2 weeks, 8 hours)

1. Concept of property
2. Emergence of capitalism

Essential Readings:

● Locke, J. (1937). Treatise of civil government (Ch 5), C. L. Sherman (ed.). New York: D.
Appleton-Century.

Unit 3: Individual and Common Good (4 weeks, 16 hours)

1. Labour and the control of production

2. Understanding self, right and good

Essential Readings:

● Marx K. (1996). Critique of the Gotha programme. In T. Carver (Ed.), Marx: Later
political writings (pp. 208-226), Cambridge Texts in the History of Political Thought.
Cambridge: Cambridge University Press.

● Sandel, M. (1998). Liberalism and the limits of justice (ch 1). Cambridge: Cambridge
University Press.

Unit 4: Politics of Difference & Recognition (5 weeks, 20 hours)

1. Questioning the notion of individual and justice

13
2. Injustice, power and surveillance

Essential Readings:

● Foucault, Michel. (1997). The birth of biopolitics. In Paul Rabinow (Ed.), Michel
Foucault: Ethics, subjectivity and truth (pp. 73-79). New York: The New Press.

● Mills, Charles W. (2005). Ideal theory as ideology. Hypatia, 20(3),165-184.

● Young, Iris M. (2009). Structural injustice and the politics of difference. In Thomas
Christiano & John Philip Christman (Eds.), Contemporary debates in political philosophy
(pp. 362–383). Malden, MA: Wiley-Blackwell.

Further Readings:

1. Foucault, M. (1980). Two lectures (IInd Lecture). In C. Gordon (Ed.), Power/knowledge.

Sussex: Harvester Press.

2. Arendt, H. (1958). The human condition (Ch –III). Chicago: University of Chicago Press.

3. Gray, J. (2000). Where pluralists and liberals part company. In M. Baghramian & A.
Ingram (Eds.), Pluralism: The philosophy and politics of political diversity. London:
Routledge.

4. Engels, F. (1977). The theory of family, private property and the state (Ch. V). Moscow:
Progress Publishers.

5. Taylor, Charles. (1994). The politics of recognition. In Amy Gutmann (Ed.),

Multiculturalism: Examining the politics of recognition (pp. 25- 7). Princeton: Princeton
University Press.

6. Fraser, Nancy. (1995). Recognition or redistribution? A critical reading of Iris young's

justice and the politics of difference. Journal of Political Philosophy, 3(2),166–180.

7. Rawls, John. (1971). A theory of justice. Oxford: Oxford University Press.

8. Feinberg, J. (1980). Rights, justice and the bounds of liberty. Princeton: Princeton
University Press.

9. Skinner, Q. (1998). Liberty before liberalism. Cambridge: Cambridge University Press.

10. Walzer, Michael. (1983). Spheres of justice: A defence of pluralism and equality. Oxford:
Roberston.

11. Kymlicka, W. (2002). Contemporary political philosophy. Delhi: Oxford University.

12. Matravers, Derek & Pike, Jon. (Eds.) (2003). Debates in contemporary political
philosophy: An anthology. London & New York: Routledge.

14
Tutorial Activities (15 Hrs )

● Group discussion on a topic such as what defines the bioethical approach

● Project work, individual or group, related to a deeper study of any of the topics included
in the course
● Presentation
● Review of a book or article or film in the related area
● Research and writing on some related issue beyond the syllabus

Keywords:

Social contract, justice, individual rights, property, sovereign, capitalism, self, recognition,
power, community

(MA, 2 Year Programme, Sem 1 )

DSE 2 PHILOSOPHY OF MIND (Western)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title & Credit Credit distribution of the Eligibility Pre-
Code s course criteria requisites
of the
Lecture Tutoria Practical/ course
l
Practice (if any)
PHILOSOPHY 4 3 1 Nil Graduation None
OF MIND
(Western)
DSE 2

Course Objectives:
The aim of this introductory course is to acquaint students with different approaches to the study
of human mind, viz., dualism, physicalism, functionalism, eliminativism, panpsychism,
emergentism, quantum approaches to the study of the mind among others.
Course Learning Outcome:
1. Aims at sensitizing students to a difference between body and mind - as well as to
problematize the distinction

15
2. Lays out a historical and logical development of the principal theories of mind-body problem
– viz. from classical Dualism to recent theories of physicalism, functionalism, eliminativism,
panpsychism, and approaches to the study of consciousness.
3. It enables the students to appreciate the vital lines of inter-connexon underlying all these
different approaches.
4. It trains students to assimilate philosophy of mind with the basic concerns of sciences - for
instance with neurology, quantum theory, etc.
5. Given any instance of a mental phenomenon –the student should be able to spell out its
alternative readings - under each of the possible approaches taught in the course.

Unit 1: Dualism and Physicalism (4 Weeks, 16 Hours)

Nature of dualism
Nature and varieties of physicalism

● Fodor, J. A. (1981). The Mind-Body Problem. Scientific American, 244(1): 114-123.

● Robinson, H. (2023). Dualism. In E. N. Zalta & U. Nodelman (Eds.), The Stanford
Encyclopaedia of Philosophy, URL
= <[Link]
● Elpidorou, A. (2018). Introduction: The Character of Physicalism. Topoi, 37:435–455.

Unit 2: The Nature of Mental States and Mental Causation (3 Weeks, 12 Hours)

Functionalism and its evaluation of mind-brain identity theory

The viability of the hypothesis of mental causation and its nature

● Putnam, H. The nature of mental states (Chalmers # 11). OR H. Putnam, Brains &
behavior (Chalmers # 7).
● Kim, J. (2000). The many problems of mental causation. In J. Kim (ed.), Mind in a
physical world. Cambridge (MA): MIT Press, pp. 28-56.

Unit 3: Eliminativism and Panpsychism (4 Weeks, 16 Hours)

Eliminativist evaluation of folk psychology

Panpsychism as an alternative to physicalism

16
● Churchland, P. (2007). The evolving fortunes of eliminative materialism. In B. P.
McLaughlin and J. Cohen (eds.), Contemporary debates in philosophy of mind, pp. 160-
181.
● Goff, P. (2017). Panpsychism. In M. Velmans & S. Schneider (eds.), The Blackwell
companion to consciousness. Oxford: Blackwell, pp. 106-124.

Unit 4: Emergentism and Approaches to the Study of Consciousness (4 Weeks, 16 Hours)

Emergentism as an account of the nature of the mind
Quantum mechanics and its implications for theorizing about the nature of consciousness

● Vision, G. (2017). Emergentism. In M. Velmans & S. Schneider (eds.), The Blackwell

companion to consciousness. Blackwell, pp.337-348.
● Searle, J. R. (2007). Dualism revisited. Journal of physiology, 101: 169–178.
● Allori, V. (2021). Contemporary Echoes of the World Soul: Quantum Mechanics and
Consciousness. In: J. Wilberdin (ed.), World Soul (pp.320-342). Oxford University
Press.

Further Readings:
1. Descartes, R. Minds and bodies as distinct substances (Heil #3).
2. Smart, J. J. C. (1959). Sensations and brain processes. The philosophical review, 68(2):
141-156.
3. Kim, J. (1996). Philosophy of mind. Oxford: Westview Press.
4. Lycan, W. (2009). Giving Dualism its due. Australasian journal of philosophy, 87(4),
551-563.
5. Melnyk, A. (1997). How to Keep the 'Physical' in Physicalism. The Journal of
Philosophy, Vol. 94, No. 12. (Dec., 1997), pp. 622-637.
6. Ney, A. (2008). ‘Physicalism as an Attitude’, Philosophical Studies, 138: 1–15.
7. Wilson, J. (2006). On characterizing the physical. Philosophical Studies, 131:61–99.
8. Kim, J. Epiphenomenal and supervenient causation (Rosenthal #27)
9. Guttenplan, S. (ed.). (1994). A companion to the philosophy of mind. Basil Blackwell.
10. Churchland, P. Eliminative materialism and propositional attitudes. (Heil #23).
11. Rosenthal D. M. (ed.). (1991). The nature of mind. Oxford University Press.
12. Chalmers, D. J. (ed.). (2002). Philosophy of mind: Classical and contemporary readings.
Oxford University Press.

17
13. Heil, J. (ed.) (2004). Philosophy of mind: A guide and anthology. Oxford University
Press.
All the # marked readings are available from the marked anthologies:
Tutorial Activities

Tutorial Activities
(15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords:
Mind, dualism, nature of mental states, physicalism, functionalism, eliminativism, panpsychism,
emergentism, approaches to the study of consciousness

DISCIPLINE SPECIFIC ELECTIVE - (DSE-3) – Philosophy of Mind

(Indian)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credit Credit Distribution of the Eligibility Criteria Pre-

& Code s Course requisite of the course (if
any)
Lectur Tutorial Practicals/
e s Practice

18
Philosophy of 4 03 01 Nil Graduation None
Mind
(Indian)
DSE 3

Course Introduction:
This course is based on the classical concept of Mind in Indian Philosophy, and tries to understand
the nature, functions, behaviour and structure of Mind. It includes classical theories,
epistemological and metaphysical dimensions, and perspectives. Indian philosophical and cultural
tradition – comprising of ancient, classical, and modern intellectual literature – is replete with
multiple forms of worldviews and dialogical debates among them on various philosophical issues,
most prominent of which are concerned with the integrated internal world of mind, self, and
person, but certainly not divorced from the external physical world, rather there is a strong
orientation toward integrating the two worlds.
Course Objectives:
The main aim of course is to bring forth the concept of mind, its nature and scope today. The
theology of philosophy of the Indian mind and its psychological aspects. It is an introductory
course to understand the problem of mind in Indian Philosophy.
Course Learning Outcome:
After the learning of this course, students will:
1. Develop critical thinking and interpretative skills through close reading and discussion on
Indian philosophy of Mind.
2. Understand different concepts, ideas and debates in Indian psychological tradition.
3. Elucidate the philosophical responses of the various schools of thought, which pull out
their conceptual resources to establish their own views, to challenge opponents’ views,
and prepare themselves to face others’ challenges.
4. To learn the nature of the internal (i.e. spiritual/ transcendental) world through which we
sentient beings have access to the external world.
5. To Apply, Analyze and compare Indian psychology across the world.
Course Structure & Readings:
This course is divided into four units, each exploring different philosophical texts and key
concepts.
Unit 1: Introduction to Indian Approaches to Mind (Manas) (4 Weeks, 16 Hours)
● Scope and Methods
● Concept of Consciousness: Vedas to Upaniṣads

19
● Cognitive Process vs Emotion and Action
● Theories of Indian Mind and its Application

Essential Readings:
● Functions of Mind: Kuppuswami, B. (1990). Elements Of Ancient Indian Psychology
Konark Publication. (All chapters)
● Chakrabarti, Kisor Kumar (2001), Classical Indian Philosophy of Mind: The Nyaya
Dualist Tradition, Delhi, Motilal Banarsidass Publishers, chapter 5.
Unit 2: Concept of Mind (Yoga-Vāsiṣṭha) (3 Weeks, 12 Hours)
● Vāsiṣṭha’s Philosophy
● The Concept of Self
Essential Readings:
● California Libraries (1891). The Yoga-Vāsiṣṭha-Maharamayana of Valmiki California
Press.
● Dharmaraja Adhvarin’s Vedantaparibhasa, ed. with English translation by S.S.
SuryanarayanaSastri, reprint, Madras, The Adyar Library and Research Centre. (Chapter
I on Perception)
● Jinpa, Thupten (2020). Science and Philosophy in the Indian Buddhist Classics: The
Mind, Vol II. Simon and Schuster, Chapter 1.
Unit 3: Criticism of the Concept of Mind in Indian Traditions (4 Weeks, 16 Hours)
● Critique of the Theory of Self: Nyāya and Buddhism
● Critique in Mahā Rāmāyaṇa
Essential Readings:
● Atreya, B. L. (1936). The Philosophy of the Yoga-Vasishtha The Theosophical Publishing
House Adyar, Madras, India.
● Udayana’s Atmatattvaviveka with Tatparya by Dinanantha Tripathi, 3 Volumes, Calcutta,
Sanskrit College, reprint, 1989. (Section on criticism of the Buddhist theory of self).
● Chakrabarti, Kisor Kamal (2001), Classical Indian Philosophy of Mind: The Nyaya
Dualist Tradition, Delhi, Motilal Banarsidass Publishers, Appendix, 219–276.
Unit 4: Methods of Indian Philosophy of Mind (4 Weeks, 16 Hours)
● Vedic: Yajña Vidyā: Athravaveda
● Upaniṣads: Brahman Vidyā: Muṇḍakopaniṣad
● Ṣaḍ darśana: Ātmavidyā: Mīmāṃsā, Sāṃkhya and Vedānta
● Mind in Ayurveda: Caraka, Suśruta, and Atreya
● Method of Sañgīta and Tantra

20
Essential Readings:
● Atreya, B. L. (1936). The Philosophy of the Yoga-Vasishtha The Theosophical Publishing
House Adyar, Madras, India. (ch. V)
● Rau, M. Srinivasa & Aiyar, K.A. Krishnaswamy (1912). Panchadasi of Vidyaranya
Srirangam: Sri Vani Vilas Press. (Ch. 1, p.1-8)
● Krishnananda, Swami (2008). Mundakopanishad The Divine Life Society. (Ist
Mundaka, IInd Khanda, Mantra 12); (IInd Mundaka, Ist Khanda, Mantra 4); II, 1. 1-2
● Sadashiva Tirtha, Swami & Uniyal, R. C. (1998). Ayurveda Encyclopedia Ayurvedic
Holistic Centre Press. (Ch. 10 & 13)
● Shringey, R. K. (trans.). (1999). Sangita Ratnakar. (Ch. 6)
● Singh, Jaideva (1979). Vigyan Bhairava Tantra MLBD. (Ch. 1, 2, & 3)

Further Readings:
1. Bodhendra Saraswati, Swami. Sri Yoga Vasisihtha Volume 1-4. Gita Press.
2. Charles Moore A. Aldyth Morris V. (2008). Indian mind essentials of the Indian
philosophy & culture. Delhi: MLBD.
3. Sinha, Jadunath (2008). Indian psychology Volume 1-3. Delhi: MLBD.
4. Chennakeshava, Sarasvati (1960). Concept of mind in Indian philosophy. Delhi:
MLBD.
5. Kuppuswami, B. (1993). Hindu psychology source book of ancient Indian psychology.
Delhi: Konark Publication.
6. Ramakrishna Rao, K. & Anand Paranjape, & C. Ajit Dalal K. (ed.). Hand book of
Indian psychology. Delhi: Foundation.
7. Safaya, Raghunath (1976). Indian psychology. MRML.
8. Duerlinger, James (2009), “Vasubandhu’sAbhidharmakosa: Critique of the
Pudgalavadin’s Theory of Persons,” ibid., 286–295.
9. Gupta, Bina (1995), Perceiving in Advaita Vedanta: Epistemological Analysis and
Interpretation, Delhi, Motilal Banarsidass.
10. Ram, Kanshi (2003), “The Nature and Function of Mind in Samkhya, Yoga and Advaita
Vedanta: A Comparative Picture,” in V.N. Jha (ed.), Human Mind and Machine, Delhi, Sri
Satguru Publicatios, 13–40.
11. Malhotra, Ashok (1997), “Sartre and Samkhya–Yoga on Self,” in Douglas Allen (ed.),
Culture and Self: Philosophical Perspectives, East and West, Colorado, Westview Press,
111–128.
12. Basu, Ananya (1997), “Reducing Concern with Self: Parfit and the Ancient Buddhist
Schools,” in Douglas Allen (ed.), ibid., 97–109.
13. Harvey, Peter (2009), “Theravada Philosophy of Mind and the Person: Anatta-
lakkhanaSutta, MahanidanaSutta, and Milindapanha,” in William Egelglass and Jay L.
Garfield (ed.), Buddhist Philosophy: Essential Readings, Oxford, Oxford University Press,
265–274.
14. Lusthaus, Dan (2009), “Pudgalavada Doctrine of the Person,” ibid., 275–285.

21
15. Goodman, Charles (2009), “Vasubandhu’sAbhidharmakosa: The Critique of the Soul,”
ibid., 297–308.
16. Timalsina, Sthaneshwar (2009), Consciousness in Indian Philosophy: The Advaita
Doctrine of ‘Awareness Only’, London, Routledge.
17. Emmanuel, Steven (2013), A Companion to Buddhist Philosophy, West Sussex, Wiley-
Blackwell, 377–428.
18. Albahari, Miri (2011), “Nirvana and Ownerless Consciousness,” in Marksiderits, Evan
Thompson, and Dan Zahavi (ed.), Self, No Self, Oxford, Oxford University Press, 79 –
113.
19. Chakrabarti, Kisor Kumar (2001), Classical Indian Philosophy of Mind: The Nyaya Dualist
Tradition, Delhi, Motilal Banarsidass Publishers.
20. Chennakesavan, Sarasvati (1991), Concept of Mind in Indian Philosophy, reprint, Delhi,
Motilal Banarsidass.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords:
Functions of Mind, Meditation, Psychopathology and Psychotherapy, Sex behavior,
Psycholinguistics, Aesthetics, Sensation and perception, Thought and language, Samaskara,
vasana and attitude, Self and personality

DSE 4 Topics In Indian Philosophy: Contemporary

Reflections

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Pre-
Code s course criteria requisite

22
Lecture Tutoria Practical/ of the
l course
Practice
(if any)
Topics In Indian 4 3 1 Nil Graduation None
Philosophy:
Contemporary
Reflections
(DSE-4)

Course Introduction:
One of the most exciting intellectual discourses in classical Indian literature is concerned with
questions of language, mind, and cognition. In this course these profound and enthralling
theoretical stances are brought into dialogue with contemporary discussions in cognitive science.
While there are no prerequisites for this topical course, a genuine interest in topics related to
language, mind, and cognitive science is preferred, and a willingness to engage with theoretical
perspectives from an interdisciplinary lens is a valuable preparatory approach.
Following a brief survey of Pāṇini’s path breaking contributions to the systematic study of
language and verbal cognition, the course shifts to exploring the conceptions of language,
inference, and perception as detailed by Bhartṛhari and Dignāga. Finally, it examines
Anandavardhana’s insights into aesthetic cognition and re-cognition, enriched by perspectival
detours from contemporary cognitive science. Designed as a discussion-based topical seminar, this
challenging course demands interdisciplinary engagement, critical and reconstructive approaches,
and active participation. Please note that the additional reading list is integrated with the essential
readings for this course.
An up-to-date reading list, live seminar/webinar links, and other relevant information will be
shared on a continuous basis as the course progresses.
Course Objective
[Link] introduce students to the foundational contributions of classical Indian thinkers such as
Pāṇini, Bhartṛhari, Dignāga, and Anandavardhana to the study of language, mind, and cognition.
2. To bring to dialogue the classical Indian philosophical frameworks and contemporary theories
in cognitive science, linguistics, and philosophy of mind.
3. To develop an interdisciplinary approach to understanding the nature of language, perception,
inference, and aesthetic cognition.
4. To encourage knowledge production by critical engagement with primary texts and
contemporary scholarship through discussion, debate, and collaborative inquiry.
Learning Outcomes
Upon successful completion of this course, students should be able to
1. Demonstrate a nuanced understanding of key texts and concepts in classical Indian philosophy
of language, mind, and cognition.

23
2. Integrate Indian philosophical ideas with the theories in the broader context of contemporary
cognitive science, identifying points of explanatory value.
3. View, analyse, and reconstruct classical philosophies in new explanatory light.
4. Develop philosophical perspectives and skills in analysing mental phenomena and the theories
that attempt to explain topics in cognitive science.
5. Advance and present original perspectives on topics in cognitive science and interdisciplinary
philosophical issues, supplemented by evidence from both philosophy and science.
Unit 1: Introduction: Topics in Language, Mind, and Cognition [5 Weeks, 15 Hours]
Topics: Introduction to Pāṇini‘s contributions, The concepts of Indriya, Jñāna, Samjñāna in
Aṣṭādhyāyī, Cognition and Aṣṭādhyāyī, Language and cognition in Classical Indian Texts,
Indian Theories of Content, Bhartṛhari on Verbal Cognition, Sphota, Unconscious
Knowledge in Language.
Essential Readings:
Pāṇini. Aṣṭādhyāyī (Selections on Indriya, Jñāna, Samjñāna),Verse [Link] [Also refer:
Śatapatham, [Link]; Mahābhārata, Udyogaparva, 33:103, Amarakośa, [Link] 8-10]
Kadvany, J. (2016): Pāṇini's Grammar and Modern Computation, History and Philosophy of
Logic, DOI: 10.1080/01445340.2015.1121439
Bhartṛhari. Vākya-pādiya Volume-1 Iyer, K. A. S. (Trans. 1965). Poona.
Brough, J. (1953). Some Indian Theories of Meaning. Transactions of the Philological Society,
52: 161-176. [Link]
Unit 2: Perception and Cognition [5 Weeks, 15 Hours]
Topics: The Divide between Perception and Cognition, Svalakșaņa and sāmānya lakșaņa,
Language and Inference, Visual Illusion, Modularity of Mind, Mental Architecture.
Essential Readings : Dignāga. Pramāṇasamuccaya, Chapter V, Anyāpoha-pariccheda
Hayes, R. P. (Tr. from Tibetan). (1988). In Dignāga on the Interpretation of Signs,
chapter VII, Dordrecht, Kluwer Academic Publishers, pp. 252–308.
Pind, O. H. (2015). Dignāga’s Philosophy of Language: Dignāga on Anyāpoha,
Pramāṇasamuccaya V: Text, Translation, and Annotation.
Amir, Dorsa & Firestone, Chaz (2025, forthcoming). Is visual perception WEIRD? The Müller-
Lyer illusion and the Cultural Byproduct Hypothesis. Psychological Review.
Unit 3: Language, Art, and Thought [2 weeks, 6 Hours)
Topics: Dhvani Theory, Dhvani and Pratyabhijña, Art
Essential Readings Anandavardhana. Dhvanyāloka.

Unit 4: Cognition, Language of Thought, Neurobiology of Cognition. (3 weeks, 9 Hours)

24
Topics: Mental Representation and Thought

Essential Readings : Sablé-Meyer M, Ellis K, Tenenbaum J, Dehaene S. (2022). A language of

thought for the mental representation of geometric shapes. Cogn Psychol. 2022
Dec;139:101527. [Link]

Keywords: Cognition, Perception, Modularity, Language, Thought, Culture

DSE 5 Indian Knowledge System

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title & Credit Credit distribution of the Eligibility Pre-requisite
Code s course criteria of the course

Lecture Tutorial Practical/ (if any)

Practice

27
Indian 4 3 1 Nil Graduation None
Knowledge
System
DSE 5

Learning Objectives
1. This course will introduce and develop the foundational concepts of Indian Spirituality
and Psychology.
2. The students will be acquainted with Non-Translatable themes like Dharma, Advaita,
Rāștra, Yajna, Tapa, Darśana, Sanskriti, Samādhi, Iśvara, Brahman, Varna-Guna etc.
3. To make students aware of the distinctive nature of Mind and its functioning in cognitive
and emotional spheres.
4. The course will make students understand the depth of Political Philosophy in Ancient
India through Mahabharata and Ashoka.
Learning Outcomes
1. The students will be oriented to think about the nature of Darśana and its importance in
contemporary Context.
2. The students will understand the debates about how key Indic Concepts were Translated
in terms of Euro-Centric Categories .
3. The students will develop their analytical abilities by reflecting on Indian methodology.
4. The students will develop insight into the overall need of Establishing Swaraj In Ideas
UNIT 1: Understanding Indian Knowledge System (4 weeks, 16 hours)
1. Nature,Philosophy and Character
2. Śruti and Smṛti Literature :A Basic Introduction
Essential/Recommended Readings
Kapoor, Kapil.(2014). Nature,Philosophy and Character in Indian Knowledge
Systems,[Link] Institute of Advanced Studies and [Link] world.
Ranganāthānanda,Swāmi (2016). The Message of Upanisads (Lectures on Kath Upanisad), New
Delhi ,Bhārtiya Vidyā Bhawan.

Unit 2: Conceptual Clarifications (4 weeks, 16 hours)

1. Swarāj In Ideas
2. Sanskrit Non-Translatables
Essential/Recommended readings

28
Bhattacharya,K.C.(1977) ‘Swaraj In Ideas’ in ‘Four Indian Critical Essays’[Link]
Malhotra,Rajeev (2020). Sanskrit Non-Translatables (Selected Readings),Harper Collins
Publishers India

Unit 3: Indian Psycho-Philosophical Tradition (4 weeks, 16 hours)

1. Mind-Consciousness in Upanishads
2. Mind and Mental Affliction in Jain and Buddhist Philosophies
Essential/Recommended Readings
Māndukya Upanishad (1949) . Chapter II (Illusion) Translated by Swami Nikhilananda. Sri
ramakrishna asrama ,Mysore
Asanga, (2001). Abhidharma samuccaya,Chapter 1 .Translated By Sara Boin [Link]
Humanities Press
Mehta,Mohan Lal.(1957) Jaina [Link] V Sense feelings and Emotions pp.113-
[Link] ,Sohanlal Jaindharma Pracharak samiti

Unit 4: Social-Philosophical Dimensions (3 weeks, 12 hours)

1. The Moral Dimensions in War

2. Political Philosophy of Aśoka
Essential/recommended readings
Anushāshan Parva of Mahābhārata (Selected Verses in Book 13 of Mahābhārata)
(Translated By [Link]) .Delhi .Parimal Publication
Singh,Upinder (2012).Governing the State and the Self: Political Philosophy and Practice in
the Edicts of Aśoka in Journal South Asian Studies vol 28,Issue [Link].131-145

Additional/Supplementary Readings
Cohn,Bernard S.,(1928) ‘Colonialism and Its Forms of Knowledge ‘(First two
Chapters),Princeton University Press
Malhotra, Rajiv.( 2013.) Being Different. Delhi: Harper Collins Publishers India,
Śankaracharya,Ādi(1997).[Link] :Central Chinmay Mission Trust
Jinpa,Thupten. (2020).Science and Philosophy In Indian Buddhist Classics (Part [Link] p.39-48
Part II.P.139-156).[Link] and Schuster
Gordon,Lewis R.( (2019).) ‘Decolonizing Philosophy’The southern Journal Of [Link].
57

29
Kane, Pandurang Vaman. (1962).History of Dharma Shastra (Five Volumes) Pune: Bhandarkar
Oriental Research Institute
Chakraborty,Nirmalya N. ‘Methodology in Indian Philosophy’ in ‘ History of Indian
Philosophy’([Link] Bilimoria) .London, Routledge
Vidyabhushan,S.C.(2015). A History of Indian Logic (Selected Readings),Delhi,Motilal
Banarasidas
Abhedananda,Swami 2002).Yoga Psychology. Chapter XII (Attachment and Aversion)
Olivelle, Patrick, ed. (2009).Dharma: Studies in its semantic, cultural and religious history.
Delhi: Motilal Banarsidas Publisher.
Chinmayananda, Swami.(2016).Ātmā-bodha. Mumbai: Chinmaya Prakashan.
Tejomayananda, Swami (2016). Vedānta Book of Definitions. Mumbai: Chinmaya Prakashan,
Ramamurty, A. (2012).The Central Philosophy of The RgVeda. Delhi: D. K. Printworld, 2012.
Ranganathananda,Swami (2015),Universal Message Of Bhagvad Gita .Vol.1
(Introduction).Kolkata:Advaita Ashrama

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

● public based field work on Indian Knowledge system.

Keywords: Indian Knowledge System, Shruti, Dhyāna,Mahābhārat,Ashoka,Niskāma

Karma,Buddhism,Jainism,Sanskrit Non-Translatables

DSE 6
Gender & Enquiry into Knowledge & Experience
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title & Credit Credit distribution of the Eligibility
Code s course criteria

30
Lecture Tutoria Practical/ Pre-
l requisite of
Practice
the course
(if any)
Gender & Enquiry 4 3 1 Nil Graduation None
into Knowledge &
Experience
DSE 6

Course Objectives:
1. The course will introduce broad trends in the area of Gender studies.
2. The focus would be on theoretical analyses and critiques of women’s oppression and
subjugation with special emphasis on the recognition of women as knowers, as agents.
3. It would focus on how intersectionality affects ideas of gender, sexuality, race, and class,
where multiple forms of oppression overlap.
4. While focusing on contemporary issues, this course also links them with the way classical
thinkers have dealt with them.

Course Learning Outcome:

1. This course provides an acquaintance with an advanced survey of the variety of possible
positions and debates within gender studies.
2. This course is designed to introduce students to key directions and themes in classic and
contemporary feminist thought.
3. It enables students to focus on questions such as how to theorize “woman” as a subject of unique
experiences, and the philosophical problems related to that.
4. It attempts to sensitize students towards issues related to gender inequality.

Unit 1: Agency of Knowers (4 weeks, 16 hours)

1. Epistemology and agency of knowers

2. Self, agency and epistemic practices

Essential Readings:

● Dotson, K. (2011). Tracking epistemic violence, tracking practices of silencing. Hypatia,

26(2), 236–257. [Link]
31
● hooks, b. (1989). Choosing the margin as a space for radical openness. The Journal of
Cinema and Media, 39, 15–23. [Link]

Unit 2 Objectification and Gender (4 weeks, 16 hours)

1. Questioning objectification
2. Understanding gender

Essential Readings:

● Nussbaum, M. C. (1995). Objectification. Philosophy & Public Affairs, 24(4), 249–291.

[Link]
● Susie Tharu & Tejaswini Niranjana. (1996). Problems for a contemporary theory of gender.
Subaltern Studies, 9, 232-260.

Unit 3 Intersectionality (3 weeks, 12 hours)

1. Questioning normativity
2. Analyzing difference

Essential Readings:

● Jackson, Stevi. (2006). Gender, sexuality and heterosexuality: The complexity (and limits)
of heteronormativity. Feminist Theory, 7(1), 105-121. DOI:
10.1177/1464700106061462[Link]
● Trinh T. Minh-ha. (2003). Difference: A special third world women [Link] Jones
(Ed.), The feminism and visual culture reader. London: Routledge.

Unit 4: Body & Nature (4 weeks, 16 hours)

1. Understanding the nuances of disability
2. The relationship between women and nature

Essential Readings:
● Ghai, A. (2002). Disabled women: An excluded agenda of Indian feminism. Hypatia,
17(3), 49–66. [Link]
● Tong, Rosemarie. (1997). Eco-feminism. In Feminist thought: A more comprehensive
introduction (4th Edition). Philadelphia: Westview Press.
32
Further Readings:

1. Rege, S. (2022, March 21). Dalit women talk differently: a critique of difference and
towards a Dalit feminist standpoint position. Economic and Political Weekly.
[Link]
specials/dalit-women-talk-differently-critique
2. Abu‐Lughod, L. (2002). Do Muslim women really need saving? Anthropological
reflections on cultural relativism and its others. American Anthropologist, 104(3), 783–
790. [Link]
3. hooks, b. (1998). Feminism: A movement to end sexist oppression. In S. Kemp & J. Squires
(Eds.), Feminisms (pp. 22–26). [Link]

4. Grillo, T. (1995). Anti-Essentialism and intersectionality: tools to dismantle the Master’s

House. Berkeley Journal of Gender, Law and Justice, 10(1), 16.
[Link]

5. Wendell, S. (2013). The social construction of disability. In The Rejected Body: Feminist
Philosophical Reflections on Disability (1st ed., pp. 35–56). New York: Routledge.
[Link] (Original work published 1997)

6. Ghai, A. (2003). Moving towards a more inclusive feminism : Re-thinking disability. In

(Dis)embodied form: Issues of disabled women (pp. 146–163). Har-Anand Publications.

7. Silvers, A. (2008). Feminism and disability. In L. M. Alcoff & E. F. Kittay (Eds.), The
Blackwell guide to feminist philosophy (pp. 131–142). Oxford: Blackwell.
[Link]
8. Garry, A., & Pearsall, M. (Eds.). (1997). Women, knowledge, and reality: Explorations in
feminist philosophy (2nd ed.). New York: Routledge.

9. MacKinnon, C. (2023). Difference and dominance: On sex discrimination. In A. Phillips

(Ed.), Feminism and politics: Oxford readings in feminism (pp. 295–313). Oxford:
Oxford University Press. [Link] (Original
work published 1998)

10. Wittig, M. (1992). The category of sex. In The straight mind and other essays (pp. 1–8).
Beacon Press.

11. Benhabib, Ş., & Cornell, D. (1987). Feminism as critique: On the politics of gender.
Minnesota: University of Minnesota Press.

12. Fricker, M. (2012). Epistemic justice as a condition of political freedom? Synthese, 190(7),
1317–1332. [Link]
13. Cudd, A., & Andreasen, R. (Eds.). (2005). Feminist theory: A philosophical anthology.
Malden: Wiley-Blackwell.

33
14. Bailey, A., & Cuomo, C. (2007). The feminist philosophy reader (1st ed.). Boston:
McGraw-Hill.
15. Rich, A. C. (2003). Compulsory heterosexuality and lesbian existence (1980). Journal of
Women’s History, 15(3), 11–48. [Link]
16. Warren, K. J. (1990). The power and the promise of ecological feminism. Environmental
Ethics, 12(2), 125–146. [Link]

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords:
Gender, women, oppression, experience, knowledge, injustice, disability, nature, veiling,
agency, intersectionality, casteism, racism, sexuality

DSE 7 Environment and Animal Ethics

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Pre-

Code s course criteria requisite
of the
Lecture Tutoria Practical/
course
l
Practice
(if any)
Environment and 4 3 1 Nil Graduatio None
Animal Ethics n

34
DSE 7

Course Objectives:
1. When moral concern is extended to animals, plants and ecosystems respectively, several
challenges emerge. Students will be introduced to this form of applied ethics and its
challenges.
2. Students will examine some ways in which morality has been extended to the non-human
world and the problems and dilemmas that have arisen thereof.
3. Some archetypal readings will be judiciously assessed to determine the methodology and
rationale presented. However special attention will be paid to animal centered ethics vis-à-
vis to scholarly arguments on why animals count morally.

Course Learning Outcomes:

1. This course introduces students to a form of applied ethics that is of vital importance today.
Students are familiarized with ethical approaches to the natural environment such as
anthropocentrism, biocentrism and ecocentrism through the included readings.
2. By exploring further arguments that underlie these approaches students are encouraged to
identify what motivates the validation of actions that protect and sustain the environment.
3. A separate section on animal ethics covers a gamut of ideas in the area and enables students
to have a wider understanding of ethical issues that arise in dealings with animals.
4. The course encourages students to critique the approaches, understand how they sometimes
may be contradictory and recognize and apply ethical methodology in their assessment.
5. The course may also sensitize students to the state of the environment and the urgency of
action needed to address the current environmental crisis. It encourages them to engage
with current news and updates about the environment and animals.

Unit I: Introduction (4 Weeks, 16 Hours)

1. Introducing environmental ethics

2. Understanding anthropocentrism

Essential/ Recommended Readings

● Nelson, M. P. (2004). Environmental Ethics. Encyclopedia of World Environmental
History, (Eds) Shepard Krech, J.R. McNeill and Carolyn Merchant. New York: Routledge,
pp.445-49.
● Baxter, W. F. (1994). People or Penguins: The Case for Optimal Pollution. In J. White
(ed.), Contemporary moral problems. Minneapolis: West Publishing Company. pp. 142-
446.

35
Unit II: Ethical Approaches to the Environment (4 Weeks, 16 Hours)

1. Biocentrism or life centered philosophy

2. The holistic approach to environmental ethics

Essential/ Recommended Readings

● Taylor, P. (1981). The ethics of respect for nature. Environmental ethics 3, 197-218.
● Leopold, A. (1966). The land ethic. In A sand county almanac: And sketches sere and
there. Oxford: Oxford University Press. pp. 217-241.

Unit III: Animal Ethics (3 Weeks, 12 Hours)

1. Debate on the equality of all animals

2. Animal rights
Essential/ Recommended Readings
● Singer, P. (2002). All animals are equal. In D. Schmidtz and E. Willott (eds.)
Environmental ethics: What really matters, what really works. New York: Oxford, Oxford
University Press. pp. 17-27.
● Regan, T. (1985). The case for animal rights. In P. Singer (ed.), In defense of animals.
Oxford: Blackwell Publishers. pp. 13-26.

Unit IV Environment and Animal Ethics in India (4 Weeks, 16 Hours)

1. Environmental philosophy in India
2. Ethics and animals: some reflections
Essential/ Recommended Readings

● James, G. A. (2014). Environment and Environmental Philosophy in India.

Environmental Philosophy in Asian Traditions of Thoughts, Suny Press. 3-24.
● Howard, Veena R. (2018). Lessons from ‘The Hawk and the Dove’: Reflections on the
Mahābhārata’s Animal Parables and Ethical Predicaments. Sophia, 57(1), 119-131.

Suggestive Readings
● O’Neill, J. (2003). Varieties of intrinsic value. In A. Light & H. Rolston III (eds.),
Environmental ethics: An anthology. Oxford: Blackwell Publishing. pp. 131-142.
● Varner, G. (2002). Biocentric individualism. In D. Schmidtz and E. Willott (eds.),
Environmental ethics: What really matters, what really works. Oxford: Oxford University
Press. pp. 108-120.
● Rolston III, H. (1985). Duties to endangered species. BioScience 35, 718-726.

36
● Naess, A. (1990). The basics of deep ecology. In J. Button (ed.), The green fuse. London:
Quartet Books. pp. 130-137.
● Plumwood, V. (1995). Nature, self and gender: Feminism, environmental philosophy and
the critique of rationalism. In R. Elliot (ed), Environmental ethics. Oxford: Oxford
University Press. pp. 155-164.
● Sober, E., (1995). Philosophical problems for environmentalism. In R. Elliot (ed.),
Environmental ethics. Oxford: Oxford University Press. pp. 226-247.
● Gardiner, S. and Thompson, E. (eds.) (2017). The Oxford handbook of environmental
ethics. Oxford: Oxford University Press.
● Rolston III, H. (2003). Value in nature and the nature of value. In A. Light & H. Rolston
III (eds.), Environmental ethics: An anthology. Oxford: Blackwell Publishing. pp. 143-
153.
● Armstrong, S J. and Botzler, R. G. (2003) Animal ethics reader. London, New York:
Routledge.
● Korsgaard, C. (2018). Fellow Creatures: our obligations to other animals. Oxford
University Press.
● Nussbaum, M. C. (2022). Justice for animals: our collective responsibility. Simon and
Schuster.
● Sridhar, M. K., & Bilimoria, P. (2007). Animal ethics and ecology in classical India–
reflections on a moral tradition. Indian ethics: classical traditions and contemporary
challenges, 297-328.

Tutorial Activities
(15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords
Anthropocentrism, biocentrism, ecocentrism, holism, sentience, intrinsic value, instrumental
value, animals, animal rights, utilitarianism, equality, inherent value, nature, Mahābhārata

General Elective or GE Courses

Semester I (MA, 2 Year Programme)

37
GE 1 Introduction to Cognitive Science

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Pre-

Code s course criteria requisite of
the course
(if any)
Lecture Tutoria Practical/
l
Practice
Introduction to 4 3 1 Nil Graduation None
Cognitive
Science
GE-1

Course Objectives:

1. Gain an understanding of the philosophical, linguistic, and phenomenological foundations

of cognitive science.

2. Engage in critical discussions on fundamental debates regarding cognition, computation,

and artificial intelligence.

3. Explore the interplay between language and cognition, including how linguistic structures
shape thought.

4. Examine theories of mental representation and the role of embodiment in cognition.

5. Develop critical and analytical skills to assess different theoretical perspectives in

cognitive science.

6. Foster interdisciplinary thinking, applying cognitive science concepts to current research

and real-world issues.
Learning Outcomes:
1. Identify and critique key philosophical questions in cognitive science.

38
2. Understand and analyze the relationship between language, cognition, and mental
representation.
3. Compare and contrast classical and contemporary theories of cognition, including
computational and embodied approaches.
4. Evaluate phenomenological perspectives on cognition and their relevance to fields like AI
and robotics.
5. Integrate interdisciplinary perspectives and apply cognitive science concepts to theoretical
and practical challenges.

UNIT 1. Philosophy and Cognition [3 weeks, 9 Hours]

Brook, A. (2009). Introduction: Philosophy in and Philosophy of Cognitive Science, Topics in
Cognitive Science 1 (2):216-230.
Turing, A. (1950). Computing Machinery and Intelligence, Mind, 59: 433–460.
Searle, J.R. (1980). Minds, Brains, and Programs, Behavioral and Brain Sciences, 3: 417–424.
UNIT 2. Language and Mind [5 Weeks, 15 Hours]
Chomsky, N. (1993). On the nature, use, and acquisition of language. In A. I. Goldman (Ed.),
Readings in philosophy and cognitive science (pp. 513-534). MIT Press.
Kay, P., & Kempton, W. (1984). "What is the Sapir-Whorf Hypothesis?" American
Anthropologist, 86(1), 65-79.
Ibbotson, P., & Tomasello, M. (2016). Language in a New Key. Scientific American, 315(5), 70–
75.
Prinz, J. (2002). "The Return of Concept Empiricism." Cognition, 84(2), 207-231.

UNIT 3. Phenomenology: Grounding & Representation [4 Weeks, 12 Hours]

Dreyfus, H. (1999). The Primacy of Phenomenology over Logical Analysis. Philosophical topics,
Vol.27 (2), p.3-24.
Hooijmans, M. P. L. M., & Keijzer, F. (2007). Robotics, biological grounding and the Fregean
tradition. Pragmatics & Cognition, 15(3), 515–546.

UNIT 4: Embodiment [4 Weeks, 12 Hours]

Kiverstein, J. (2012).The Meaning of Embodiment, Topics in Cognitive Science, Volume 4, Issue
4 p. 740-758.
Johnson, M. (1999). Embodied reason. In G. Weiss & H. F. Haber (Eds.), Perspectives on
embodiment: The intersections of nature and culture (pp. 81–102). Routledge.
Additional Readings:

39
Keijzer, F. (2002). Representation in dynamical and embodied cognition. Cognitive Systems
Research, 2002(3), 275-288.
Pylyshyn, Z. (1999). What is in your mind? In What is cognitive science? Eds. E Lepore and Z
Pylyshyn.
Samuels, R., Stich, S & Margolis, S,. (2012). The Oxford Handbook of Philosophy of Cognitive
Science, Oxford University Press
Fodor, J. A. (1975). The Language of Thought. Harvard University Press.
Laurence, S., & Margolis, E. (1997). "The Cognitive Science of Language." Behavioral and Brain
Sciences, 20(4), 633-692.
Chomsky, N. (2017). Two notions of modularity. In On concepts, modules, and language (de
Almeida, R. G. and Gleitman, L. R. (Eds.) Oxford University Press. pp. 25-40.

Tutorial Activities
(15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords: Foundations of cognition, Mental Architecture, Artificial Intelligence, Language,

Thought, Phenomenology, Embodiment, Conceptual Representation

GE 2 Environmental Ethics: Global and Indian

Perspectives

Course Credits Credit distribution of the course Eligibility Pre-requisite

title & criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice

Environme 4 3 1 0 Graduation NA
ntal Ethics:
Global and
Indian
Perspectives

40
GE 2

Course Objectives:
1. This course will introduce students to central ethical questions concerning the
environment, including the moral status of nature, human responsibility towards
non-human life, and principles guiding sustainable living.
2. The course aims to equip students with philosophical tools to critically engage with
contemporary environmental challenges such as pollution, resource depletion, and
food ethics, while exploring both global and Indian philosophical approaches to
environmental responsibility.

Course Learning Outcome:

1. Students will be able to understand foundational theories and frameworks in
environmental ethics. They will critically analyze applied environmental issues
such as air, water, and land pollution, as well as the ethics of food production and
consumption.
2. By the end of the course, students will have familiarity with both Western and
Indian environmental ethics, including the contributions of contemporary thinkers
and movements in the Indian context. Students will also develop the ability to
connect ethical debates with practical policy issues and global ecological concerns.

Unit I: Foundations of Environmental Ethics (2 weeks, 8 hours)

1. This unit introduces the basic normative theories and philosophical foundations that shape
environmental ethics.

Essential Readings:
● Attfield, Robin (2014) “Environmental problems and humanity,” in Environmental
Ethics: An Overview for the Twenty-First Century, 2nd ed., Cambridge: Polity Press..pp
1-29.
● DesJardins, Joseph R. (2012) “Science, Ethics, and the Environment,” in Environmental
Ethics: An Introduction to Environmental Philosophy, 5th ed., Belmont, CA: Wadsworth
Cengage Learning. pp 2-13.

Unit II: Pollution (5 weeks, 20 hours)

41
1) This unit explores major applied issues—air, water, and land pollution—through an ethical
lens.

Essential Readings:
● Boylan, Michael (2009) “Air and Water Pollution,” in Michael Boylan (ed.),
Environmental Ethics, Upper Saddle River: Pearson Education. pp 203-215.
● Elliott, Kevin (2015) “The Ethics of Environmental Pollution,” in Stephen M. Gardiner
and Allen Thompson (eds.), The Oxford Handbook of Environmental Ethics, Oxford:
Oxford University Press. pp 369-379.

Unit III: Food, Land and Water Ethics (5 weeks, 20 Hours)

1) This unit explores the ethical dimensions of food production and consumption, land ethics
and water issues.

Essential Reading:

● Korthals, M. (2015) “Ethics of Food Production and Consumption,” in Ronald J. Herring

(ed.), The Oxford Handbook of Food, Politics, and Society, Oxford: Oxford University
[Link] 231-252.
● Thompson, B. Paul (2000) “Land and Water,” in A Companion to Environmental
Philosophy, Edited by: Dale Jamieson. Blackwell Publication. pp 460-472.

Unit IV: Indian Environmental Ethics (3 weeks, 12 hours)

1) This unit delves into Indian philosophical traditions and environmental ethics, with
reference to ecological movements.

Essential Readings:
● Bilimoria, Purushottama and M. K. Sridhar Bilimoria, (2024) Water Rites, Rights
and Ecological Justice in India. In The Routledge companion to Indian ethics:
Women, justice, bioethics and ecology. (Eds) Purushottama Bilimoria and Amy
Rayner. Taylor & Francis. pp197-210.
● Guha, Ramachandra (1997) “Towards a Cross-Cultural Environmental Ethic,” in
Ramachandra Guha and Joan Martínez-Alier (eds.), Varieties of
Environmentalism: Essays North and South, London: Earthscan. pp77-90.

Suggested Readings:

● Guha, Ramachandra (1988) “Ideological Trends in Indian Environmentalism,”

Economic and Political Weekly, Vol. 23, No. 49, pp. 2578–2581.

42
● Mepham, Ben (ed.) (1996) Food Ethics, London and New York: Routledge.
(Professional Ethics serie

● Naess, A. (1995). Equality, sameness, and rights. In George Sessions (ed.), Deep
ecology for the twenty first century (pp. 222-224). Boston & London: Shambhala
Publications.

● Palmer, Clare (1998) Environmental Ethics and Process Thinking, Oxford: Clarendon
Press.
● Rolston, Holmes III (1988) Environmental Ethics: Duties to and Values in the Natural
World, Philadelphia: Temple University Press.

● Shiva, Vandana (2002) Water Wars: Privatization, Pollution, and Profit, Cambridge,
MA: South End Press.

● Leopold, Aldo (1949) “The Land Ethic,” in A Sand County Almanac: And Sketches
Here and There, New York: Oxford University Press. (pp. 201–226)

● Taylor, Paul W. (2011) Respect for Nature: A Theory of Environmental Ethics, 25th
Anniversary Edition, Princeton, NJ: Princeton University Press.

Tutorial Activities 15 Hrs

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords:
Environmental Ethics, Pollution, Indian Philosophy, Food Ethics, Land Ethics, Sustainability,
Eco-justice, Indigenous Environmental Knowledge, Environmental Movements, Ecocentrism

43
Skill Based or SB Courses

SBC-1 Rationality and Statistical Understanding

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Pre-requisite

s course criteria of the course
Code
Lecture Tutorial Practical/ (if any)

Practice

Rationality and 2 1 2 Graduation NA

Statistical Under-
standing
SBC-1

Course Introduction
If you want to make claims supported by evidence, or if you wish to analyze and evaluate the
claims made by others, you need to reason in certain ways and adopt specific methods for
interpreting data and designing experiments. This skill-based, application-oriented introductory
course focuses on the practical aspects of logical and statistical thinking in cognitive science,
psychology, linguistics, philosophy, and everyday life. Students will learn how to design
experiments, analyze data, and interpret results using both traditional and modern statistical
approaches. The course emphasizes practical skills alongside the philosophical foundations of
statistical reasoning. By the end of the course, students will be equipped to apply statistical
techniques to real-world problems in their respective fields and critically assess the use of statistics
in practice.
Please note, this is not a lecture-based course; it is practice-oriented. Registered students are
required to participate (regular attendance) actively in topic discussions, project work, and
experimental designs.

1. Learning Objectives
To discuss the fundamental concepts of probability, descriptive statistics, and inferential statistics.
To develop the ability to select appropriate statistical methods for different types of data and
research questions.

44
To introduce the use of statistical softwares for data analysis and visualization.
To teach students how to interpret statistical results and communicate findings effectively.
To apply statistical techniques to real-world problems in cognitive science, psychology,
philosophy, and everyday life.
To critically evaluate the use of statistics in published research and the media.

2. Learning outcomes
Upon successful completion of this course, students should be able to,
Use foundational knowledge to explain key statistical concepts, such as probability distributions,
hypothesis testing, confidence intervals, and effect sizes.
Differentiate between descriptive and inferential statistics and understand their applications.
Understand data analysis skills and perform data processing using statistical software.
Design experiments and studies that address specific research questions in cognitive science,
psychology, and philosophy.
Identify potential sources of bias and confounding in experimental designs and critically evaluate
the validity and reliability of statistical claims in academic research and popular media.
Understand the limitations and assumptions underlying statistical methods.
Philosophical Understanding:
Use statistical tools to support evidence-based arguments in their respective fields.

3. MAIN COURSE STRUCTURE

Unit 1 Reasons and Rationality (8 hours)

Topics: Rationality and Irrationality, Probability and Randomness, Reasoning and

Cognitive Science. Replication, Control Groups,
Readings:
Pinker, S. (2021). Rationality: What It Is, Why It Seems Scarce, Why It Matters. [Chapters 1, 2,
3, 4, 10, & 11]
Warburton, N. (2000). Thinking from A to Z. New York: Routledge.

Unit 2: Statistical Thinking and Biases (7 hours)

Topics: in Everyday Life, Cognitive Biases, Machine Reasoning, Hierarchical Bayesian
Models. Type-1 & II Errors.
45
Readings:
Bloom, P. (2023). The rational animal. in Psych: The Story of the Human Mind [Chapter 8]
Page, L. (2024). Why ChatGPT fails to interact like a human.
[Link]
Paul, L. (2014). Transformative Experience. Oxford, GB: Oxford University Press. [Pages: 159-
193, Hierarchical Bayesian Models]

Practice Sessions: Statistical Thinking [20 Hours]

Students apply statistical principles (Units 1 & 2) to real-world scenarios, Research Design,
Descriptive & Inferential Statistics, Data Processing and Analysis, Distributions, Hypothesis
Testing, Philosophy of Statistics. Null and Alternative Hypothesis, p-values and Significance
Levels, Evaluation Metrics, Sampling Techniques,
References:
Navarro, D. (2015). Learning Statistics with R (Version 0.6). University of New South Wales,
Sydney, Australia. R package version 0.5.1, [Link] [Chapters 1, 2, 5,
6, 7, 9, 10, & 11]

Practice Sessions: Data Collection and Experimental Designs [10 Hours]

Students formulate hypotheses, design experiments, collect and process data, and test them
using appropriate statistical tests. Hands on sessions on model building.
References:
Field, A., Miles, J., & Field, Z. (2012). Discovering Statistics Using R. SAGE Publications.
[Chapter 1 & 2]

Additional Readings/Resources:
Hastie, T, Tibshirani, R, & Friedman J. (2009). The elements of statistical learning: data mining,
inference and prediction. Springer, 2 edition.
David, S. D. (2001). The Lady Tasting Tea: How Statistics Revolutionized Science in the Twentieth
Century, WH Freeman and Company.
[Link]
Fodor, J. A. (1981) "Introduction: Some Notes on What Linguistics Is About". In Readings in
Philosophy of Psychology, Volume II, edited by Ned Block, Cambridge, MA and London,
England: Harvard University Press, 1981, pp. 197-207.
[Link]

46
Chomsky, N., & Katz, J. J. (1974). What the linguist is talking about. Journal of Philosophy, 71
(12):347-367.
Katz, J. J. (1977), ‘The real status of semantic representations’, Linguistic Inquiry, 8, no.
3: 559–84.
Stich, S. P. (1981). Grammar, Psychology, and Indeterminacy". In Readings in Philosophy of
Psychology, Volume II, edited by Ned Block, Cambridge, MA and London, England: Harvard
University Press, 1981, pp. 208-222.
[Link]
Fodor, J.A., 1974, “Special Sciences: Or the Disunity of Science as a Working Hypothesis”,
Synthese, 28: 97–115.
Fodor, J. A., 1997, “Special Sciences: Still Autonomous After All These Years”, Philosophical
Perspectives (Volume 11: Mind, Causation, and World), Noûs (Supplement): 31: 149–163.
Lee, M. D., & Wagenmakers, E.-J. (2014). Bayesian cognitive modeling: A practical
course. Cambridge, United Kingdom: Cambridge University Press.
Aeschbach S, Mata R, Wulff DU. (2025). Mapping Mental Representations With Free
Associations: A Tutorial Using the R Package associatoR. J Cogn. 2025 Jan 6;8(1):3. doi:
10.5334/joc.407.

4. Teaching Methodology/Activities in the Classroom

This is not a lecture-based course; it is practice-oriented. Registered students are required to
participate actively in topic discussions, project work, and experimental designs. Regular
attendance is mandatory.
5. Assessment: Follows guidelines issued by the Examination Branch.
Tutorials Activities: Designed to enhance probabilistic reasoning, and philosophical reflection on
rational decision-making through interdisciplinary methods. Activities include:
Problem Sets: Bayesian inference, utility theory, heuristics, and statistical fallacies.
Case Studies: Analysis of real-world reasoning errors (e.g., framing, base rate neglect).
Critical Papers: Short essays on rationality and evidence, emphasising logical clarity.
Debates: Structured dialogues on core questions in rationality and statistical thinking.
Data Visualisation: Tools for representing and communicating uncertainty.
Peer Review: Collaborative feedback on essays and problem sets.
Mini Projects: Research on topics like AI rationality or public risk perception.
Comparative Analysis: Exploring models of rationality.

47
Tutorials link theory to practice, developing analytical, interdisciplinary, and communication skills
across domains.
6. Mapping with the next suggestive course
GE courses on Cognitive Science, Psychology, Linguistics, Formal Logic, or Symbolic Logic can
be taken.
7. Prospective Job Roles after a particular course
This course develops foundational cognitive and interpretive skills that are widely applicable
wherever reasoning and data interpretation matter. It strengthens analytical ability for careers in
communication, policy, education, law, data literacy, and interdisciplinary research.

SBC 2 Effective Reasoning in Everyday Life

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credit Credit distribution of the Eligibility Criteria Pre-
s course requisite of
Code
the course
Lecture Tutorial Practical/
(if any)
Practice

Effective 2 1 2 Graduation NA
Reasoning in
Everyday Life
SBC 2

1. Learning Objectives

The Learning Objectives of this course are as follows:

● This course explores logic in everyday life and concrete situations - training its learners
directly in skills of practical problem-solving.
● It studies both the descriptive as well as the myriads of non-descriptive functions of
language, viz. directive, interrogative, imperative, exclamatory, etc., with a special focus
on demonstrating how the superficial grammatical form of the sentence conceals its
actual function.

48
● It studies various forms of disagreement with an aim to explore whether it is a disagreement
in beliefs or disagreement in attitude.
● It studies various fallacies that people commonly incur in social, political or moral
contexts.
● It incorporates the techniques of calculating probability of the occurrence or non-
occurrence of a particular event.
2. Learning outcomes
The Learning Outcomes of this course are as follows:

● Students are made to cultivate the skill of reasoning in common situations of life.
● Students learn the real functions of language often hidden below the superficial
grammatical form.
● Students will be able to identify common fallacies committed by people in social, moral,
political contexts
● Students get equipped with necessary skills of effective communication and solving
disputes.
● Students will be able to calculate the probability of both the desirable and undesirable
situations of life. .

3. MAIN COURSE STRUCTURE

UNIT 1:
The Different Functions of Language and Informal Fallacies (9weeks,9
Hrs)
1. The Basic Functions
2. The Forms of Discourse
3. Emotive Language
4. Kinds of Agreement and
Disagreement
5. Fallacies of Relevance
6. Fallacies of Ambiguity

Essential Reading:

49
Copi, Irving M., Carl Cohen, (1995) Introduction to Logic (Chapter 2 and 3), 14th ed.
Prentice Hall of India Pvt Ltd, Delhi.

Unit 2 : Probability (6 weeks, 6 hrs)

1. Introducing the notion of Probability

2. The Probability Calculus
3. Expected Value

Essential Reading:
Copi, Irving M., Carl Cohen, (1995) Introduction to Logic (Chapter 14), 14th ed. Prentice
Hall of India Pvt Ltd, Delhi.

4. Teaching Methodology/Activities in the Classroom

Exercise on Unit 1
Identifying various functions of language from various passages excerpted from various
classics
Distinguishing emotive from emotively neutral language
Identifying kinds of agreement and disagreements in various passages 19 hrs
Identifying fallacies in :
Arguments from Ignorance
Complex questions
Argument Ad Hominem
False Cause
Begging the Question
Appeal to Force
Irrelevant Conclusion

Exercises on Unit 2
Calculating probability 11 hrs
Hrs

50
5. Assessment Pattern will be as per rules provided by the Examination Branch from time
to time.

6. Mapping with the next suggestive course

This course is a valuable non-overlapping complement to SEC in Semester 2 viz.

“Intelligence: Animals, Machines and Humans”, and also to a DSE viz. “Meta Ethics” in
Semester 2

7. Prospective Job Roles after a particular course

Helpful for taking competitive exams, e.g., UPSC where logical reasoning is tested. It will
also be relevant for jobs in media and mass communication.
9. Suggestive Reading
Almossawi A., 2014, An Illustrated Book of Bad Arguments, Scribe Publications

Van Vleet , J, 2011, Informal Logical Fallacies: A Brief Guide, University Press of
America

Hacking, I. 2011, An introduction to probability and Inductive logic, Cambridge

University Press

SBC 3

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credit Credit distribution of the Eligibility Pre-requisite of

& Code s course criteria the course (if
any)
Lecture Tutorial Practical

51
Critical Thinking and 2 1 2 Graduation NA
Abstract Thought
SBC -3

Course Description:
● Critical thinking and abstract reasoning are at the heart of “Doing” philosophy. Critical
thinking is reasonable and it involves reflective thinking.
● It is central to analyzing and evaluating arguments for reasoned judgment. Abstract
thinking involves higher-order reasoning it helps in understanding concepts, analyzing
situations, and identifying fallacies. From the Socratic method to the dialectical method to
the scientific method all use critical thinking and abstract reasoning or thinking.
● This course introduces students to critical thinking, elements, concepts, and tools for
critical thinking and reasoning. It further provides an overview of the methods used by
philosophers that demonstrate critical thinking and abstract reasoning. The goal is also to
help students develop critical thinking and problem-solving skills.

Objectives and Learning Outcomes:

●Develop the ability to identify, analyze, and evaluate arguments.
●Familiarize students with critical thinking concepts such as inference, premise, logical
structure, implicit assumptions, validity, and, logical inference.
●Ability to construct, and communicate arguments.
●To detect inconsistencies, and fallacies in arguments.

UNIT 1: Introduction To Critical Thinking (7 Hours)

1. Critical Thinking and Logic
2. Tools for Critical Thinking
3. Definition and Conception of Critical Thinking

Essential Readings
●Lau, J.Y.F. (2011) An Introduction to Critical Thinking and Creativity: Think More,
Think Better. (pp.1-28). John Wiley and Sons Inc.
[Link]

52
●Paul, R., & Elder, L. (2021). Critical thinking: Tools for taking charge of your learning
and your life. (4th Ed. ). (pp.85-125). Rowman & Littlefield.

UNIT 2: Arguments, Types, Techniques, and Fallacies (8 Hours)

1. Identifying, Diagramming, Reasoning
2. Three-stage argument appraisal strategy
3. Socratic Method

Essential Readings:

Vaidya, A., & Erickson, A. (2011). Logic and Critical Reasoning: Conceptual Foundation and
Techniques of Evaluation. (pp.6-43). Kendall Hunt.
[Link]
[Link]
Riggio, R. E. (2017). Socratic method. The Corsini Encyclopedia of Psychology, (pp1-1).
Wyss, Peter (October 2014). "Socratic Method: Aporeia, Elenchus, and Dialectics (Plato: Four
Dialogues, Handout 3)". (pp.1-3). University of Oxford, Department for Continuing Education.
[Link]
dialectics-handout-3

Practical Sessions: Philosophical Methods and Critical Thinking

Exercises Unit 1 15 hrs

1. Understand the logical connections between ideas.
2. Formulate ideas succinctly and precisely.
3. Identify, construct, and evaluate arguments.
4. Inferences and Assumptions
5. Implications

Exercises Unit 2 15 hrs

1. Identifying
2. Diagramming
3. Fallacious Argumentation
4. Three-stage strategies
53
5 Socratic Method, Aporia in Ethyphro and Republic
6 Case Study Method

Suggestive Readings
●Blackburn, Simon (1996). "Dialectic". The Oxford Dictionary of Philosophy. Oxford University
Press. ISBN 0-19-283134-8.
●Dewey, John, (1910).How We Think, D.C. Heath.
●Elder, L., & Paul, R. (2010). The thinker’s guide to the art of asking essential questions.
Foundation for Critical [Link] & Littlefield.
●Ennis, R. H. (1964). A Definition of Critical Thinking. The Reading Teacher, 17(8), (pp. 599–
612). [Link]
●Ennis, R. 1987. A taxonomy of critical thinking dispositions and abilities. In Teaching thinking
skills: Theory and Practice, ed. J.B. Baron and R.J. Sternberg, (pp. 2-26). Freeman.
●Waterfield, R., (2005). Introduction. In: Meno and Other Dialogues. (pp. vii-xlvi). Oxford
University Press.
● Mago. E. John. (2019). Case Studies: Practical Applications in Critical Thinking.
Kendall/Hunt Publishing Co.
●Vlastos, G., (1982). The Socratic Elenchus. The Journal of Philosophy, 79(11), (pp. 711-715).

Teaching Methodology/ Activities in Classroom

This course is both lecture-based and practice-oriented. The course would use different learning
strategies like case studies, critical analysis, debates, and group discussions. Students enrolled are
required to actively take part in classroom debates, and group discussions. Attendance for the
course is mandatory.
Assessment Pattern and Markings:
Total Marks: 80
Internal Assessment:
Practical Assessment
(Internal/Continuous Assessment): 80
No End Semester University Examination
The assessment method shall be as follows:
● Group discussion on topics related to specific methods used in philosophy and critical
thinking
● Project work related to case studies, individual or group, related to a deeper study of any
of the topics included in the course

54
● Presentation
● Research and writing on some issue in beyond the syllabus
● Or a combination of any of these.

The tutorial activities will focus on the understanding of core concepts, ability to use logical
arguments and reasoning, constructing philosophical arguments, detecting fallacies, and
underlying implicit assumptions.

The Final Examination shall test for knowledge of the included readings, familiarity with
arguments in the readings as well as with arguments as discussed in class, clarity of thought and
writing and the ability to give answers that are thorough and relevant.

Job Prospects and Roles after Course Completion: A Certificate in “Critical Thinking and
Abstract Thought” would provide skills that open up opportunities across diverse industries
including roles such as data analyst, business analyst, and data science.

Key Words: Critical Thinking, Abstract Thought, Socratic method, Dialectic, Aporia, elenchus,
fallacies, Case Study.

SBC 4 Applying Ethics to Climate Change

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course Credits Credit distribution of the course Eligibilit Pre-requisite

title Lecture Tutorial Practical/ y of the course
criteria (if any)
& Practice
Code
Applying 2 1 2 Graduation NA
Ethics to
Climate
Change
SBC 4

COURSE OBJECTIVES

The learning objectives of this course are as follows:

● Climate Change is the greatest threat humanity is faced with today. Though the study of
climate change is largely attributed to science, the issues are much broader and spill over
into economics, politics, sociology and ethics. This course will delve particularly into the
interface of ethics and climate change and take up matters where questions of rightness

55
and wrongness are raised. The question of duties and what is owed and by whom will be
included as will some ethical issues that are associated with technology.
● Unlike the standard courses in environmental ethics that are largely theory based when
they assess the role of ethics in this area, this course will make inroads into truly
understanding what climate ethics means. In other words, it will delve into climate ethics
and its problematics in a proactive, multidimensional way. This course will be research
intensive.
● Through projects focused on sustainability, carbon footprint, biodiversity and other related
matters through to climate disruption and global warming an interactive and engaging
classroom setting is envisaged.
● Students will participate in group discussions and multimedia resources will be judiciously
used to further the dialogue. Lectures by experts from across disciplines will be a vital part
of the course.
● The role of ethics at the individual and collective level and matters of justice will be
explored and researched in relation to climate change.

LEARNING OUTCOMES

The outcomes of this course are as follows:

● Students will be made aware of climate ethics and why it is significant.

● They will be introduced to the multidisciplinary nature of climate change studies.
● Students from all disciplines will be introduced to the importance of climate ethics and
will become sensitive to why such ethics needs to be understood and incorporated
urgently.
● Students will develop awareness of the climate crisis and its impact on nature, on the
economy, on human health, on matters of social justice and on future generations.

MAIN COURSE STRUCTURE

Unit 1: Introduction to Theory (7 Hours)

1. Introducing climate ethics

2. Global climate change and ethics

Essential Readings

● Hayward, Tim. (2012). Climate Change and Ethics. Nature Climate Change 2: 843–848.
● Gardiner, Stephen M. (2004). Ethics and Global Climate Change. Ethics, Vol. 114, No. 3,
April: 555-600

Unit 2: Climate Justice and SDG 13 (8 Hours)

1. Justice and climate change
2. Sustainable Development Goal 13
3. Debating the ethical use of technology to manage climate change

56
Essential Readings
● Jamieson, D. (2015). Two Cheers for Climate Justice. Social Research, 82(3), 791–809.
[Link]
● Marquardt, Jens, & Schreurs, Miranda (2024). Governing the Climate Crisis: Three
Challenges for SDG 13. In L. Partzsch (Ed.), The Environment in Global Sustainability
Governance: Perceptions, Actors, Innovations (1st ed., pp. 21–46). Bristol University
Press. [Link]
● Jamieson, Dale. (1996) Ethics and Intentional Climate Change, Climatic Change 33: 323-
336
● Jain, Pankaj (2019). Climate Engineering From Hindu‐Jain Perspectives. Zygon 54
(4):826-836.

TEACHING METHODOLOGY/ACTIVITIES IN THE CLASSROOM

Exercises on Unit 1 (5 weeks, 15 Hours)

1. Group project on sustainability, biodiversity, greenhouse effect or other allied topics.
This will be an in-class project with ICT tools.
2. Presentation of each group on their project
3. Expert lecture
4. Film on climate change
5. Group discussion on major takeaways from lecture and film
6. Debating climate misinformation/ avoidance/ emotional toll of the crisis

Exercises on Unit 2 (5 weeks, 15 Hours)

1. Expert Lecture
2. Short film and in-class written review on film
3. Group presentation on social impact of climate change
4. Project on environmental justice/ SDG 13
5. Telling stories about the climate crisis
6. Reading together some excerpts from popular literature on climate change
7. Debate on climate education, brainstorming on effective strategies for creating awareness
8. Climate crisis awareness drive/ field trip
9. Solutions to the climate crisis and activism workshop organized by the students

ASSESSMENT PATTERN WILL BE AS PER THE RULES PROVIDED BY THE

EXAMINATION BRANCH.

MAPPING WITH THE NEXT SUGGESTIVE COURSE

57
Several departments at the University offer courses that are related to the environment and that
includes the Philosophy Department. This course is an urgent and timely addition corresponding
to a developing global crisis.

PROSPECTIVE JOB ROLES AFTER A PARTICULAR COURSE

Helpful for taking competitive exams, e.g., UPSC. Given its interdisciplinary appeal, the ethical
awareness and understanding of the climate crisis will be valuable in any field including
academic, the sciences, management and education.

SUGGESTIVE READINGS

● Williston, Byron. (2019) The Ethics of Climate Change: An Introduction, Routledge,

Oxon and New York.
● Caney, Simon. (2005) Cosmopolitan Justice, Responsibility, and Global Climate Change.
Leiden Journal of International Law, 18: 747–775
● Gardiner, Stephen M. (2006). A Perfect Moral Storm: Climate Change, Intergenerational
Ethics and the Problem of Moral Corruption, Environmental Values 15: 397-413.
● Gardiner, Stephen. (2010). Is “Arming the Future” with Geoengineering Really the
Lesser Evil? Some Doubts About the Ethics of Intentionally Manipulating the Climate
System. Climate Ethics: Essential Readings, (eds.) Stephen Gardiner, Simon Caney, Dale
Jamieson & Henry Shue, Oxford. Oxford: Oxford University Press. pp. 284-312.
● Palmer, Clare. (2011) Does Nature Matter? The Place of the Non-human in the Ethics of
Climate Change. The Ethics of Global Climate Change, (ed.) Denis G. Arnold,
Cambridge: Cambridge University Press, pp. 272-291.
● Malhotra, Ajai (2016). Climate Change: Tackling the Challenge Confronting India.
Indian Foreign Affairs Journal, 11(2), 124–138. [Link]
● Joshi, Shangrila (2014). Environmental justice discourses in Indian climate politics.
GeoJournal, 79(6), 677–691. [Link]
● Beauchamp, Emilie, Clarisse Marsac, Nick Brooks, Stefano D’Errico, and Nadine
Benson. (2022). SDG 13: Climate action. In From what works to what will work:
Integrating climate risks into sustainable development evaluation — a practical guide
(pp. 129–133). International Institute for Environment and Development.
[Link]

58
MA (2 Year Programme) Semester II
Discipline Specific Courses

Classical Indian Philosophy: Pramāṇa Śāstra

(DSC 4)

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title & Code Credit Credit distribution of the Eligibility Pre-
s course criteria requisite
of the
Lecture Tutorial Practic course
al/
(if any)
Practic
e

Classical Indian 4 3 1 Nil Graduation None

Philosophy
Pramāṇa. Śāstra

DSC 4

Course Objectives:
1. This paper will introduce the students to an understanding of the theories of pramāṇa,
especially perception, inference, and word.
2. The focus will be on the criteria for and characteristics of knowledge, criteria that may
set limits to what we can know, and characteristics that may differentiate knowledge
from mere belief.
3. Some of the chief questions that will engage our attention are definition of valid
knowledge, criteria for testing the proposed validity, instruments of valid knowledge,
and their respective accounts.

Course Learning Outcome:

1. The focus of this course will be to introduce theories of pramāṇa.

1
2. Students will become familiar with the process of reading texts; they will be able to
identify epistemological debates and become aware of how matters of epistemology
are tied to metaphysical frameworks within each tradition.
3. Students will understand how traditions identify valid knowledge, how they
distinguish between valid and invalid knowledge, and how they differentiate between
belief and knowledge. They will study in detail about the instruments or means of
knowing.
4. The study will make students aware that different systems of Indian philosophy have
different approaches towards the theory of knowledge.

Unit I: Nyāya: Setting the Foundation (3 weeks, 12 hrs)

1. Knowledge and perception in the Nyāyasūtra of Gautama with Vātsyāyana’s Bhāṣya
(Sūtras 1-4)

Essential Readings:

● Jha, Ganganatha (tr.). (1939). Nyāyasūtra with Bhāṣya of Vātsyāyana, Poona, Oriental
Book Agency. (Sūtras 1-4, with commentary)
● Chattopadhyay, Debiprasad and Mrinal Kanti Gangopadhyaya (trans.) (1967) Nyaya
Philosophy: literal translation of Gautama’s Nyāyasūtra and Vātsyāyana.s Bhāṣya,
vol 1, Calcutta: Indian Studies: Past and Present. (Sūtras 1-4, with commentary)

Unit II: Nyāya: Discussion on Pramāṇa-s (4 weeks, 16 hrs)

1. On Pratyakṣa, Anumāna, and Śabda: Description from the Tarkasaṃgraha of
Annaṃbhaṭa,

Essential Readings

● Athalye, Y.V. and Bodas, M.R. (ed. & tr.), (1974) Tarkasaṃgraha, reprint, Bombay.
pp. 211-292, 327-359, 364-368.
● Bhattacharya, Gopinath (tr. & ed.), (1994). Tarkasaṃgraha-dīpikā on
Tarkasaṃgraha, Calcutta, Progressive Publishers. pp. 168-243, 269-354, 374-403.

Unit III: Buddhism: On Perception (5 weeks, 20 hrs)

1. Pramāṇasamuccaya of Dignāga, on perception and critique of Nyāya

Essential Reading:

● Hattori Masaaki (tr. & annotated). (1969) Dignāga on Perception. Harvard: Harvard
University Press. pp 25-41

Unit IV: Advaita Vedānta: On Verbal Testimony (3 weeks, 12 Hours)

1. Vedānta Paribhāṣā, Chapter 4 (on verbal testimony)

2
Essential Reading:

● Mādhavānanda, Swāmi. (1942) Vedānta Paribhāṣā of Dharmarāja Adhvarindra.

Belur Math, Ramakrishna Mission. pp 89-120.

Suggested Readings:

● Potter, Karl (ed.) (1977-1993). Encyclopedia of Indian philosophies, Introduction to

Vols. II & VI (Nyāya-Vaiśeṣika). Delhi: Motilal Banarsidass.
● Chatterjee, S.C. (1941). Nyāya theory of knowledge. Calcutta.
● Datta, D. M. (1997). The six ways of knowing: A critical study of the Advaita theory
of knowledge. Motilal Banarsidass.
● Matilal, B.K. (1986). Perception: An essay on classical Indian theories of knowledge.
Oxford: Clarendon Press.
● Hayes, Richard. (1988). Dignāga on the interpretation of signs. D. Reidel & Co.
● Mookerjee, S. (1975). Buddhist philosophy of universal flux. Delhi: Motilal
Banarsidass.
● Perrett, Roy W. (2001). Indian philosophy: A collection of readings (Vol. I,
Epistemology). New York & London: Garland Publishing, 2001.
● Crane, Tim and French, Craig (eds.). (Spring 2017 Edition). Problems of perception.
In N. Zalta (ed.), Stanford encyclopedia. Retrieved from
● [Link]
● Bijalwan, C.D. (1977). Indian theory of knowledge based upon Jayanta’s
Nyāyamañjarī (ch. III). Delhi: Heritage Publishers.
● Grimes, J. (1991). Some problems in the epistemology of advaita. Philosophy East
and West, 41(3), 291-301.

Tutorial Activities

● Group discussion on epistemology and pramāṇa

● Project work, on an introductory topic such as Nyāya history and importance
● Presentation, individual or group
● Quizzes
● Review of a book or article in the related area
● Research and writing on an Indian epistemology issue
● Or a combination of any of these.

Keywords: Pramāna, Pratyakśha, Anumāna, Kshanikavāda, Apoha, Kalpanā, Nyāya,

Śabda, Buddhism, Dignāga, Advaita Vedānta

3
DISCIPLINE SPECIFIC ELECTIVE - (DSC-5) – Modern Western Philosophy

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credit Credit distribution of the Eligibility Pre-

& Code s course criteria requisite of
the course
Lectur Tutoria Practical/
e l (if any)
Practice

Modern 4 3 1 Nil Graduation NA

Western
Philosophy

DSC 5

Course Objective

1. To highlight the emergence of modernity in the history of in western philosophy,

starting with Rene Descartes as opposed to religious dogmas.
2. To show how this modernity developed in terms of a conflict between two contrary
claims of empiricism and rationalism.
3. The course ensures a responsible account of this empiricism /rationalism debate by
selected texts of Descartes and Leibnitz on the one hand and Hume on the other - the
archetypal representatives of rationalism and empiricism respectively.
4. The course ends with selected readings from Kant, showing how his Criticism outgrew
the faulty assumptions shared by both empiricism and rationalism . The way Kant
demonstrated human knowledge as a blend of reason and experience - keeping the man
in the centre and yet retaining a sense of the unknowable - will be the final upshot of
this course.
5. The recent developments of the classical theories in recent commentaries, books and
journal-articles will be adequately addressed in this course.

4
Course Learning Outcomes

1. The students will be tuned to the problem of whether human cognition develops from
either of two mutually independent faculties of sensibility or understanding, or from a
synthesis of the two.

2. Students learn to place the historical cum chronological survey in a tenor of a logical
transition from one theory to the other, coupled with critical evaluation.

3. An intense reading of most of the primary texts (in standard English translations) as
contrasted with a secondary and topical survey , will enable the students develop their learning
into a mode of research.

Within its theoretical framework it also incorporates the philosophical foundations of a sound
environmental ethics as well as a global humanistic approach.

7. Speaking specifically, .the pan-psychism of Leibnitz showing the unreality of a substantive

space sensitises the students to the immaculate blend of the animate and the inanimate; while
Kant’s claims about common a priori forms of cognition for all humanity opens up a vast
expanse of cross-cultural communication and empathy.

Unit I: The Philosophy of René Descartes – the Father of Modern Philosophy

(3 weeks, 12 hours)

● Methodological Doubt, Three Sceptical Arguments

● The Deceptiveness of Sense, The Dream Argument, The Evil Demon Hypothesis.
● Epistemology and Metaphysics, The Cogito, Self Knowledge, The Nature of the “I”
● The Wax Argument.
● Mental Scrutiny, Seeing and Judging, Human Mind.

Essential Readings:

● Descartes, R. (1996). Meditations 1 and 2. Cottingham J (Trans.). Cambridge

University Press.
● Williams , B , Introduction , In Descartes, R. Meditations, cited above

Unit II: Philosophy of John Locke and David Hume (5 Weeks, 20 hours)

● Philosophy of Locke : Locke’s critique of innate ideas and principles

● Philosophy of Hume :
● Two Species of Philosophy
● Human Nature , Mental Particulars: Hume’s Forks: Ideas and Impressions
● Mental Process: Association, Resemblance, Contiguity in Space and Time, Cause and
Effect
● Relations of Ideas and Matters of Fact

5
● The Problem of Induction, Custom and Habit, Belief and Instinct
● Necessary Connection, Definitions of Cause.
● Types of Scepticisms, The Limits of Human Understanding, The Role of Custom and
Instinct. Value of Scepticism.

Essential Readings :

● Locke, J., (1997) An essay concerning human understanding (Book I, Chapter I.

sections 1-20). Penguin Classics.
● Hume, David. (1975). An enquiry concerning human understanding ( Sections I to V,
VII and XII) Oxford University Press
● Selby-Bigge, L A. Introduction, In Hume, David. An enquiry concerning human
understanding, cited above

Unit III: Philosophy of Leibniz (3.5 weeks, 14 hours)

Leibniz’s Theory of Monadism

Essential Readings:

● Leibniz, W. (1973). Monadology, (till section-83). In G. H. R. Parkinson (ed.)

Leibniz: Philosophical writings. Dent:Everyman’s Library.

Unit IV: Philosophy of Immanuel Kant (3.5 weeks, 14 hrs)

Introduction to the problem of the Critique

Kant’s notion of space and time

Transcendental deduction of Categories

Schematism of Categories

Essential Readings :

● Kant, I. (1992). Critique of pure reason. N.K. Smith (Trans.). MacMillan.

● Introduction (2nd ed of Critique) (sections I, IV, V, VI (pp 41-43, pp 49-62)
● Transcendental Aesthetic: (2nd edition of Critique): sections 1-6, pp 65 – 78.
Transcendental Deduction of pure concepts of Understanding (as restated in 2nd edition
(sections 15-22, pp 151-162) , On the Schematism of Pure Concepts of Understanding,
pp. 180-187.

Further Readings:

● Larmore, C. (2014). The first meditation: Skeptical doubt and certainty. In D.

Cunning (ed.). Cambridge companion to Descartes (pp. 48-67). Cambridge: CUP.

6
● Alanen, L. (2014). The second meditation and the nature of the human mind. In D.
Cunning (ed.), Cambridge companion to Descartes (pp. 88-106). Cambridge:
Cambridge University Press.
● Brown, Deborah. (2014). The sixth meditation: Descartes and the embodied self. In
D. Cunning (ed.), Cambridge companion to Descartes (pp. 240-257). Cambridge:
Cambridge University Press.
● Leibniz, W. (1973). Monadology, ‘Text with Running Commentary’ (sections 1-81, pp
39-147) in Lloyd Strickland, Leibniz’s Monadology. Edinburgh University Press
● Leibniz, W. Necessary and contingent truths. In G. H. R. Parkinson (ed.) Leibniz:
Philosophical writings (pp 96-115).. Dent: Everyman’s Library.
● Strawson, P.F. (1964). Monads. In Individuals (pp. 117-136). London: Methuen.
● Bennett, J. (2001). Leibniz arrives at monads. Learning from six philosophers,
Volume 2 (Chapter 12, pp. 224-239). Oxford: Oxford University Press.
● Beebee, H. (2007). Hume on causation: the projectivist interpretation. In Huw Price &
● Richard Corry (eds.), Causation, physics, and the constitution of reality: Russell's
republic revisited (pp. 224-249). Oxford University Press.
● Beebee, H. (2011). Hume's impact on causation. The philosophers' magazine (54), pp.
75-79.
● Owen, D. (2009). Hume and the mechanics of mind: impressions, ideas, and
association. In David Fate Norton & Jacqueline Anne Taylor (eds.), The cambridge
companion to Hume (pp. 70-104). Cambridge: Cambridge University Press.
● Kant, I. (2018). What does it mean to orient oneself in thinking. In A. Wood and G.
di Giovanni , Religion within the boundaries of mere reason and other writings.
Cambridge University Press.
● Kant, I. (1998). Deduction of pure concepts of understanding. Critique of pure
reason.
● Guyer Paul & Wood Allen (Tr) U.K: Cambridge University Press, pp. 219-44.
● Cleve, J. Van. (1999). Necessity, analyticity and the a priori. In Problems from Kant
(pp. 15-33). Oxford: Oxford University Press.
● Falkenstein, Lorne. (2010). Kant’s transcendental aesthetic. In Graham Bird (ed.),
Blackwell companion to Kant (pp. 140-153). Blackwell Publishing.
● Pereboom, D. (2010). Kant’s metaphysical and transcendental deductions. In Graham
Bird (ed.), Blackwell companion to Kant (pp. 154-168). Blackwell Publishing.

Tutorial Activities (15 Hrs)

● Individual presentation of selected topics , e.g. brief presentations on Locke’s theory

on ideas of Identity, Contradiction, Number, Space, Time being exclusively derived
from experience. (Unit II )
● Group discussion : e.g., (i) how motion is to be conceived, (ii) how natural and
artificial machines are distinguished - by Leibnitz .(Unit III)
● Debates on two mutually opposed theories - e.g. the debate between Leibnitz’s and
Kant’s view of space. (Unit III and IV)

7
● Apply the philosophical reasoning of the Modern period to contemporary issues, and
reconstruct its arguments using the language of the day.
● Encouraging students to explain/write a philosophical issue in the form of a dialogue
between two (or more) interlocutors , e.g. on Hume’s theory of Causation. (Unit II)
● To test the soundness of a philosophical theory by recasting it into a series of
pictures or diagrams - using minimal verbal captions . E.g. (i) picturising how the
Evil Demon invoked by Descartes infuses false perception in human minds , (ii)
picturising Wax argument . (Unit I)
● Constructing practical applications of philosophical issues. E.g. (i) How Locke’s
empirical narrative on divergent ideas of God and religion across different communities
will help students to handle the current religious conflicts. (Unit II) (ii) How Kant’s
emphasis on universal forms of cognition shared across all humanity can be used to
combat inequalities. (Unit IV)
● Assigning students to write short papers based on previous discussions, debates
(All units)
● Discussing and assigning the task of writing model answers to selected questions
on the Essential Readings (All Units)

Keywords: Rationalism, Empiricism, monads, innate ideas, a priori, ideas and impressions,
pure reasons, transcendental deduction

ETHICS DSC 6

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title Credits Credit distribution of the course Eligibility Pre-requisite

& Code criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
ETHICS 4 3 1 Nil Graduation None

DSC-6

Course Objectives:

1. This course intends to make students familiar with ethical approaches that have at their
core principles with whose help actions can be adjudicated as right and wrong.

8
2. The study will equip students to compare the included theories and approaches and to
question and critically evaluate them.
3. They will be familiarized with primary readings, an essential initiative for further
research.
4. The course will engage students in philosophical thinking about actions and their
consequences, moral obligations and responsibility, character and duty and various
other 'moral' concepts.

Course Learning Outcomes:

1. Students will analyse how Aristotle's concept of the "golden mean" encourages
individuals to strive for balance and moderation in their actions, ultimately leading to a
flourishing life.
2. Students will critically assess the strengths and weaknesses of the consequentialist
approach, exploring its implications for real-world ethical dilemmas and the challenges
it faces in addressing issues of justice and individual rights.
3. Students will engage in discussions about the significance of intention, autonomy, and
moral obligation in ethical decision-making.
4. Students will develop a nuanced understanding of the diverse approaches to ethical
reasoning by critically analysing these various moral frameworks.

Course Structure

Unit I: Virtue Ethics and Deontology (3.5 Weeks, 14 Hours)

1. Good and Virtue (Virtue ethics)
2. Critique of Practical Reason

Essential Readings
● Aristotle. (1980, reprint). The Nicomachean ethics. W. D. Ross (Trans.), J. L. Ackrill
& J. [Link] (revised). Oxford; New York. (Sections 1094a-1096a10, 1097a15-
1100a10; 1102a-1109b28).
● I. Kant, Critique of Practical Reason. In Immanuel Kant:, Practical Philosophy, Mary
J. Gregor (ed), Cambridge: CUP, 1996. (Preface, Introduction, The Analytic of
Practical Reason, Chapter 2,Dialectic of Pure Practical Reason, Chapter 2, sections I-
VI).

9
Unit II: Utilitarianism (3.5 Weeks, 14 Hours)
1. Theory of Utilitarianism
2. Critical evaluation of Utilitarianism

Essential Readings

● Mill, J. S. (1962, reprint). Utilitarianism. In Mary Warnock (ed.), J. S. Mill's

utilitarianism: On liberty & essays on Bentham. London: The Fontana Library.
(Chapters 2 & 3).
● Williams, B. (1972). Morality: An introduction to ethics. Middlesex, England: Penguin
Books Ltd. (Chapter 11, Utilitarianism)

Unit III: Critiques of Standard Normative Theories (3.5 Weeks, 14 Hours)

1. Friedrich Wilhelm Nietzsche: Good and Evil
2. Annette Claire Baier: Care ethics

Essential Readings

● Nietzsche, F. (1954, reprint). Beyond Good and Evil. In The philosophy of Nietzsche.
New York: The Modern Library, (Parts 5 & 7).
● Baier, A. (2000, reprint). The need for more than justice. In James E. White (ed.)
Contemporary moral problems (pp. 89-96). California: Wadsworth.

Unit IV: Indian Ethics (4.5 Weeks, 18 Hours)

1. Metta Sutta: Cultivation of Brahmavihārā
2. Tattvārtha Sūtra: (chapter 6)
3. Ethics of Bhagavad Gītā.:(Verses 47-50 in chapter 2; verse 20 in chapter 2; verses 7-
12 in chapter 5).

Essential Readings
● Piya Tan (1987). Karaṇīya Mettā Sutta:The loving-kindness Discourse on What Should
Be Done (Khp 9 = Sn1.8). How to cultivate lovingkindness.[Link]
● Tatia, N. (Trans.). (2007). Tattvārtha Sūtra: That Which Is (Umāsvāti/Umāsvāmī, with
the combined commentaries of Umāsvāti/Umāsvāmī, Pūjyapāda, and Siddhasenagaṇi).
Delhi: Motilal Banarsidass. (Chapter 6).

10
● A. Mahadeva Sastri (trans.) (1901). The Bhagavad-Gita, (With the commentary of Sri
Sankaracarya). Mysore: The G.T.A. Printing Works. Second Edition. (Verses 47-50 in
chapter 2; verse 20 in chapter 2; verses 7-12 in chapter 5).

Suggested Readings:

● Adorno, T. (2000). Problems in moral philosophy. Cambridge: Polity Press.

● Bilimoria, P, Joseph Prabhu and Sharma, Renuka (eds.) (2007). Indian ethics: Classical
traditions and contemporary challenges (volume 1). New Delhi: OUP.
● Dundas, P. (2002). The Jains (2nd ed.). London: Routledge.
● Kant, I. (1958, reprint). The moral law or Kant's groundwork of the metaphysics of
morals. H. J. Paton (Trans.). Hutchison & Co. LTD. (Chapters 1 & 2).
● Long, J. D. (2013). Jainism: An introduction. Bloomsbury Publishing.
● Mackie, J. (1979). Ethics: Inventing right and wrong. London: Penguin Books.
● Miller, B. S. (1979). On cultivating the immeasurable change of heart: The Buddhist
brahma-vihāra formula. Journal of Indian Philosophy, 7(2), 209–221.
[Link]
● O'Neill, O. (2000, reprint). A simplified account of Kant's ethics. In James E. White
(ed.), Contemporary moral problems (pp 49-55). California: Wadsworth.
● Ṭhānissaro Bhikkhu (Trans.) (1994). Karaṇīya Mettā Sutta:The discourse on loving-
kindness (Sn1.8). Access to Insight.
[Link]
● Schneewind, J.B. (1992). Autonomy, obligation and virtue: An overview of Kant's
moral philosophy. In Paul Guyer (ed.) The Cambridge companion to Kant (pp. 309-
341). Cambridge: CUP.
● Williams, B. (1973). Morality: An introduction to ethics. Middlesex: Penguin (Chapters
9 & 10).
● Aronson, H. B. (1980). Love and sympathy in Theravāda Buddhism. Motilal
Banarsidass.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area

11
● Writing short papers on selected topics
●

Keywords: Virtue ethics, Aristotle, I. Kant, deontology, Categorical Imperative, duty,

utilitarianism, J. S. Mill, utility principle, hedonism, F. Nietzsche, immoralism, care ethics,
feminist ethics, Indian ethics, Brahmavihārā, Buddhist ethics, Jaina Ethics, Bhagavadgītā.

DISCIPLINE SPECIFIC ELECTIVE

DSE 8
Philosophizing Gender

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Course title & Credits Credit distribution of the Eligibility Pre-
Code course criteria requisite of
the course
Lecture Tutorial Practical/
(if any)
Practice

Philosophizing 4 3 1 Nil Graduation None

Gender
DSE 8

Course Objective
1. The objective of this course is to critically examine the intersections of philosophy
and gender, exploring key concepts such as knowledge, gender, sex, power,
oppression, and societal norms.
2. Students will engage with foundational theories, including feminist epistemology,
feminist ethics, and diverse notions of sexuality, while exploring how these
frameworks challenge traditional philosophical perspectives.
3. Through a focus on the social, ethical, and political dimensions of gender, the course
will foster deeper insights into the ways gender intersects with systems of power and
oppression.

Course Learning Outcome

1. This course will enable students to critically engage with a variety of feminist
positions and debates, exploring diverse perspectives on gender and oppression.

12
2. Students will gain a comprehensive understanding of key directions and themes in
contemporary feminist thought, enhancing their ability to analyze gender inequality.
3. Students will develop the capacity to assess the role of power, norms, religion and
social structures in shaping gender identities, with an emphasis on feminist ethics and
feminist epistemology.
4. By exploring the intersections of philosophy and gender, students will become more
sensitive to the philosophical complexities surrounding issues of oppression,
liberation, and sexual identity.

Unit I: Knowledge and Gender (4 weeks, 16 hours)

1. Understanding of knowledge and objectivity
2. Situatedness of the knower

Essential Readings:
● Harding, S. (1991). ‘Strong objectivity’ and socially situated knowledge. In Harding,
Sandra (Ed.), Whose science? whose knowledge?: Thinking from women’s lives (pp.
138-163). Ithaca, NY: Cornell University Press.
● Narayan, U. (2013). The project of feminist epistemology: Perspective from a
nonwestern feminist. In Carole Mccann & Seaung-kyung Kim (Eds.), Feminist theory
reader: Local and global perspectives (pp. 370-378). Abingdon: Routledge.

Unit II: Gender, Divine and Norms (4 weeks, 16 hours)

1. Concepts of Masculinity and Femininity
2. The relationship between woman and the divine
Essential Readings:
● Geetha, V. (2002). Introduction. In V. Geetha (Ed.), Gender. Calcutta: Stree.
● Priest, A.M. (Jan. 2003). Woman as god, god as woman: Mysticism, negative
theology, and Luce Irigaray. The Journal of Religion, 83(1), 1-23.

Unit III: Power and Oppression (3 weeks, 12 hours)

1. Understanding sexuality
2. The mechanism of oppression

Essential Readings:
● Foucault, M. (Ed.) (1978). The repressive hypothesis. In The history of sexuality (vol.
1, pp. 15-50). New York: Pantheon Books, 1978.
● Frye, M. (Ed.) (1983). Oppression. In The politics of reality: Essays in feminist
theory. Freedom Calif: Crossing Press.

13
Unit IV: Norms & Values (4 weeks, 16 hours)
1. Care and its relationship between care and gender
2. Questioning cultural universalism and relativism

Essential Readings:
● Gandhi, N. & Shah, N. (2008). The question of autonomy. In Mary E. John (Ed.),
Women’s studies in India: A reader (pp. 68-73). New Delhi: Penguin Books.
● Nussbaum, M. (2000). Women and cultural universals. In M. Baghramian & A.
Ingram (Eds.), Pluralism: The philosophy and politics of political diversity (pp. 197-
227). London: Routledge.
Further Readings:
● Delphy, C. (1993). Rethinking sex and gender. Women’s Studies International
Forum, 16(1), 1–9. [Link]
● Jaggar, A.M. (2000). Feminist ethics. In Hugh LaFollette (Ed.), The blackwell guide
to ethical theory (pp. 433-460). Cambridge: Blackwell.
● Alcoff, L.M. (2005). Visible identities: Race, gender, and the self. New York: Oxford
University Press.
● Allen, A. (2008). The politics of ourselves: Power, autonomy, and gender in
contemporary critical theory. New York: Columbia University Press.
● Baier, A.C. (1994). Moral prejudices: Essays on ethics. Cambridge, MA: Harvard
University Press.
● Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New
York: Routledge.
● Code, L. (1991). What can she know? Feminist theory and the construction of
knowledge. Ithaca, NY: Cornell University Press.
● Garry, Ann, Serene J. Khader, & Alison Stone (Eds.). (2017). The Routledge
companion to feminist philosophy. New York: Routledge.
● Hall, K.Q. & Ásta (Eds.). (2021). The Oxford handbook of feminist philosophy. New
York: Oxford University Press.
● Hillyer, B. (1993). Feminism and disability. Norman, OK: University of Oklahoma
Press.
● hooks, b. (1981). Ain’t I a woman: Black women and feminism. Boston, MA: South
End Press.
● Lloyd, G. (1984). The man of reason: ‘Male’ and ‘female’ in Western philosophy.
Minneapolis, MN: University of Minnesota Press.
● Millett, K. (1970). Sexual politics. Garden City, NY: Doubleday.

14
● Mohanty, C., Ann R., & Lourdes T. (Eds). (1991). Third World women and the
politics of feminism. Bloomington, IN: Indiana University Press.
● Tuana, N. (Ed.). (1992). Woman and the history of philosophy. New York: Paragon
Press.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords: Philosophy, gender, sex, women, nature, goddess, ethics, care, sexuality, cultural
universalism, capability, marginalization, intersectionality

DSE 9
ARISTOTLE’S METAPHYSICS
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF
THE COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisites
of the
Lecture Tutorial Practical/ course
Practice (if any)

ARISTOTLE’S 4 3 1 Nil Graduation None

METAPHYSICS
DSE 9

Course Objectives:

1. Analyze key concepts such as being, substance, form and matter

2. Develop a deep understanding of Aristotle’s distinction between primary substances
(individuals) and secondary substances (kinds or categories).

15
3. Investigate Aristotle's exploration of "being qua being" and his foundational question,
"What does it mean to be?”
4. Examine the relationship between form and matter and their implications for the
nature of reality.

Course Learning Outcomes:

1. Students will be able to critically analyze and explain core concepts in Aristotle’s
Metaphysics, such as substance, form and matter
2. Students will be able to apply Aristotle’s theory of being to examine and distinguish
between different categories of existence, discussing how Aristotle’s ontological
views influence our understanding of reality.
3. Students will understand the importance of the question of being and its applications
to the whole web of history of philosophy
4. Students will develop the ability to create a better framework in philosophy based on
theoretical understanding

Unit I: Beginning Metaphysics (2 weeks, 8 hours)

1. The impulse of curiosity
2. The early inquiries into Being

Essential Reading:
● Book Alpha, Chapter 1,2,3 and 10 from Ross, W.D. (trans. & ed.). (1934). Aristotle's
metaphysics (2 vols).

Unit II: Four Causes (4 weeks, 16 hours)

1. First Principles
2. The rejection of infinite causes
3. The Aporias

Essential Readings:
● Book Alpha the Little Chapters 1, 2,3 from Ross, W.D. (trans. & ed.). (1934).
Aristotle's metaphysics (2 vols).
● Book Beta (All chapters) from Ross, W.D. (trans. & ed.). (1934). Aristotle's
metaphysics (2 vols).

Unit III: Metaphysics and Logic (3 weeks, 12 hours )

1. Metaphysics as One Science

2. The Defence of LNC

Essential Readings
● Book Gamma (All Chapters) from Ross, W.D. (trans. & ed.). (1934). Aristotle's
metaphysics (2 vols).

Unit IV: Substance (6 weeks, 24 hours)

1. The Nature of Substance

16
2. Different Positions on Substance

Essential Readings
● Aristotle (20030. Metaphysics Books Z and H (All chapters). Translated with a
commentary by D. Bostock. Clarendon Press

Further Readings:
● Bostock, D. (1994). Aristotle's metaphysics. Clarendon Press. (Commentary on Books
vii-viii).
● Kirwan, C. (1993). Aristotle metaphysics: Gamma, delta and eta. Clarendon Press.
● Irwin, T. (1988). Aristotle's first principles. Oxford University Press.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords:
Metaphysics, Plato, Aristotle, Substance, Form, Matter

DSE 10
EPISTEMOLOGY
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF
THE COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
of the
Lecture Tutorial Practical/ course
Practice (if any)
Epistemology 4 3 1 Nil Graduation None
DSE 10

Course Objectives

17
1. To introduce students to the fundamental problems in epistemology related to
knowledge and justification
2. To analyze the problem of skepticism and replies to it and see how epistemologists
can move away from skepticism towards naturalized efforts to do epistemology
3. To make students understand the debate between foundationalism and its alternatives
4. To understand the role of thought experiments in epistemology, both Western and
Indian
Course Learning Outcomes
1. Students will demonstrate an in-depth understanding of key epistemological theories
2. Students will be able to articulate and rationally evaluate arguments related to
knowledge, justification, and skepticism
3. Students will be able to develop informed responses to the challenges posed by
skepticism, drawing on philosophical traditions and contemporary perspectives.
4. Students will appreciate the force of naturalistic aspects of understanding knowledge
and also understand the problems related to it
5. Students will develop strong argumentative skills, with the ability to engage in
thoughtful discussions on epistemological issues and present reasoned positions about
their beliefs
Unit I: Introduction (3 weeks, 12 Hours)
1. Arguments for Skepticism
2. Replies to Skepticism
3. Certainty about the external world
Essential Readings:
● Huemer, Michael (2001). “The Lure of Skepticism”, Chapter II in Skepticism and the
Veil of Perception. Lanham: Rowman & Littlefield.
● Moore, G. E. (2008). Proof of an External World. In E. Sosa, J. Kim, J. Fantl and M,
McGrath (Eds.) Epistemology: An Anthology (pp. 26-28). Malden, MA, USA,
Blackwell.
● Moore, G. E. (2008). Certainty. In E. Sosa, J. Kim, J. Fantl and M, McGrath (Eds.)
Epistemology: An Anthology (pp. 31-34). Malden, MA, USA, Blackwell.

Unit II: The Definition of Knowledge (4 weeks, 16 Hours)

1. Gettier’s Counterexamples to JTB

2. Knowledge as Tracking
3. Knowledge as Assurance

Essential Readings:

● Gettier, E. (1963). Is Justified True Belief Knowledge? Analysis 23 (6):121-123.

● Nozick, R. (2008). Knowledge and Skepticism. In E. Sosa, J. Kim, J. Fantl and M,
McGrath (Eds.) Epistemology: An Anthology (pp. 255-279). Malden, MA, USA,
Blackwell.
● Ganeri, J. (2017). Śrīharṣa’s Dissident Epistemology: Of Knowledge as Assurance. In
The Oxford Handbook of Indian Philosophy: Oxford University Press. Retrieved 10

18
May.2018,from[Link]
4621.001.0001/oxfordhb-9780199314621-e-49.

Unit III: The Question of Foundations (4 weeks, 16 Hours)

1. Foundationalism
2. Coherentism
3. The Myth of the Given

Essential Readings:

● Sellars, W. (2008). Does Empirical Knowledge Have a Foundation? In E. Sosa, J.

Kim, J. Fantl and M, McGrath (Eds.) Epistemology: An Anthology (pp. 94-98).
Malden, MA, USA, Blackwell.
● BonJour, L. (2017). The dialectic of foundationalism and coherentism. In J. Greco, E.
Sosa(Eds.) The Blackwell guide to epistemology, 117-142.

Unit IV: Naturalism (4 weeks, 16 Hours)

1. Epistemology Naturalized
2. Reliabilism
3. Thought Experiments in Epistemology

Essential Readings:

● Quine, W. V. O. (2008). Epistemology Naturalized. In E. Sosa, J. Kim, J. Fantl and

M, McGrath (Eds.) Epistemology: An Anthology (pp. 528-537). Malden, MA, USA,
Blackwell.
● Goldman, A. (2008). What is Justified Belief? In E. Sosa, J. Kim, J. Fantl and M,
McGrath (Eds.) Epistemology: An Anthology (pp. 333-347). Malden, MA, USA,
Blackwell.
● Buckwalter, Wesley (2024). A Guide to Thought Experiments in Epistemology. In
Blake Roeber, Ernest Sosa, Matthias Steup & John Turri (eds.), Contemporary
Debates in Epistemology, 3rd edition. Wiley-Blackwell.

Suggested Readings:
● Matilal, Bimal Krishna (1971). Epistemology, logic, and grammar in Indian
philosophical analysis. The Hague: Mouton. Edited by Jonardon Ganeri.
● Datta, Dhirendra Mohan (1967). Epistemological Methods in Indian Philosophy. In
Charles Alexander Moore (ed.), The Indian mind. Honolulu: East-West Center Press.
pp. 118-135.
● Sosa, E., Kim, J., Fantl, J., & McGrath, M. (Eds.). Epistemology: An Anthology.
Malden, MA, USA, Blackwell.
● Pritchard, D. & Neta, R. (eds.) (2008). Arguing About Knowledge. New York,
Routledge.
● BonJour, L. (1978). Can Empirical Knowledge Have a Foundation? American
Philosophical Quarterly 15 (1):1-14.

19
● Williams, M. (2001). Problems of knowledge: A critical introduction to epistemology.
Oxford University Press.
● Goldman, A. I. (1986). Epistemology and cognition. Harvard University Press.
● Nozick, R. (1981). Philosophical explanations. Harvard University Press

Tutorial Activities

The tutorials will be conducted through two or more of the following activities:
● Group discussion of some contentious issues related to included readings.
● Project work, individual or group, related to a deeper study of any of the topics included
in the course
● Presentation on a topic
● Review of a book or article in the related area
● Research and writing on some issue related to the readings
Or a combination of any of these.
These tutorial activities will focus on the understanding of concepts, ability to use logical
arguments, the addressing of dilemmas, comparative analysis and so on. The diverse tutorial
activities are intended to support active learning, critical thinking, and collaborative inquiry
into core epistemological themes.

Keywords: Skepticism, Certainty, Closure, External World, Justification, Evidence,

Foundation

Modality: DSE
11

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF

THE COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course

Lecture Tutorial Practical/ (if any)

Practice
Modality 4 3 1 Nil Graduation None
DSE 11

Course Objective:

1. This course will introduce students to theories about how we think about possibility
and necessity
2. The course will acquaint students with both the recent history and the recent advances
made in thinking about modality

20
3. The course will cover the possibility of theorizing about modals through possible
worlds and also through essences
4. The course will develop the skills of students to think about modal language in terms
of the current theories

Course Learning Outcomes

1. Students will understand the theories regarding the semantics of modality

2. Students will be able to analyze modal statements in terms of possible worlds
3. Students will learn the distinction between essential and accidental properties and the
use of this distinction in philosophy
4. Students will appreciate the manner in which modality can be theorized by bringing in
essences

Unit I: Introduction (4 weeks, 16 Hours)

1. Modal statements
2. Opacity

Essential readings:

● Von Fintel, Kai (2005). Modality and language. In Donald M. Borchert, Encyclopedia
of Philosophy. Macmillan Reference. pp. 20-27.
● Quine, W. V. (1953). Three grades of modal involvement. Proceedings of the XIth
international congress of philosophy, 14: 65-81.

Unit II: Possible Worlds (4 weeks, 16 Hours)

1. Statements of necessity
2. Counterparts

Essential readings:

● Kripke, Saul A. (1971). Identity and necessity. In Milton K. Munitz (ed.), Identity and
individuation. New York University Press. pp. 135-164.
● Lewis D. (1971). Counterparts of persons and their bodies. The journal of philosophy
68, 203-11.

Unit III: Essential and Accidental Properties (3 weeks, 12 Hours)

1. The notion of possibility

2. Essential vs Accidental properties

Essential readings:

● Robertson, Teresa and Atkins, Philip, (Spring 2018 Edition). Essential vs. accidental
properties. In Edward N. Zalta (ed.), The Stanford encyclopedia of philosophy.
● [Link]

21
● Yagisawa, Takashi. (Spring 2018 Edition). Possible objects. In Edward N. Zalta (ed.),
The Stanford encyclopedia of philosophy.
[Link]

Unit IV: Essence and Modality ( 4 weeks, 16 Hours)

1. The question of essence

2. Modals without Possible Worlds

Essential Readings

● Fine, Kit. (1994). Essence and modality. Philosophical perspectives. 8. 1-16.

● Vetter, Barbara (2011). Recent Work: Modality without Possible Worlds. Analysis 71
(4):742-754

Further Readings:

● Fine, Kit. (2005). Modality and Tense: Philosophical papers. Oxford University
Press.
● Girle, Rod (2003). Possible worlds. Mcgill-Queen's University Press.
● Linsky, Leonard. (1971). Reference and modality. London: Oxford University Press.
● Loux, Michael J. (ed.) (1979). The possible and the actual: Readings in the
metaphysics of modality. Cornell University Press.
● Melia, Joseph, (2003). Modality. Mcgill-Queen's University Press.
● Ray, Greg (2000). De re modality: Lessons from Quine. In A. Orenstein & Petr
Kotatko (eds.), Knowledge, language and logic: Questions for Quine. Kluwer
Academic. pp. 347-365.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Creating multiple choice questions
● Formulating arguments
● Separating premisses from conclusions
● Short paper on a topic
● Find latest articles on modality in top ten journals

Keywords: Properties, Essential, Accidental, Necessity, Possibility, Essence

22
Philosophy of Perception DSE 12

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Course Eligibility Pre-requisite
title Credits Credit distribution of criteria of the course
& the course (if any)

Code
Lecture Tutorial Practical

Philosophy of
Perception 4 3 1 Graduation NA
DSE 12

Course Objectives:
1) This course will help the students to understand the basic contemporary debates in the
philosophy of perception.
2) This course will prepare the students to be able to grasp the issues and nuances on the
border between perception and cognition.
3) This course will prepare the students to learn the recent arguments on multimodal
perception.
Course Outcomes:
1) The students will be better equipped with the early and the contemporary theories of
perception (e.g. sense datum theory, representational theory, naïve realism, qualia and
more).
2) It will help the students better understand the questions related to the acquisition of
knowledge.
3) It will help the students to grasp the philosophical notions of veridical perception and
non-veridical perception (Illusion and hallucination).
Unit 1: Introduction to the Philosophy of Perception (2 weeks, 8 hours)
1. General introduction to perception
2. Problems of perception
Essential Readings:
● Crane, Tim and Craig French, (Fall 2021 ) The Problem of Perception. Edward N.
Zalta (ed.)The Stanford Encyclopedia of Philosophy.
[Link]

23
● Fish, William. (2021) Philosophy of Perception: A Contemporary Introduction,
Routledge. “Introduction,” and chapter 1.
Unit 2: Theories of Perception I (5 weeks, 20 hours)
1. Sense data theory
2. Representational theory (Intentionalism)
Essential Readings:
● Snowdon, Paul (2015) Sense-Data. Mohan Matthen (ed) The Oxford Handbook of
Philosophy of Perception , Oxford University Press . pp. 118-135.
● Siegel, Susanna. (2010) The Content View. The Contents of Visual Experience ,
Oxford University Press. Chapter 2
● Byrne, Alex (2009). Experience and Content. The Philosophical Quarterly (1950-),
59(236), 429–451. [Link]

Unit 3 Theories of Perception II (4 weeks, 16 hours)

1. Naïve Realism (Relationalism)
2. Adverbial Theory
Essential Readings:
● Campbell, John, (2002) The Relational View of Experience, Reference and
Consciousness. Oxford; online edn, Oxford Academic, 1 Nov. 2003.
[Link]
● Langsam, Harold. (2017) The Intuitive case for naïve realism. Philosophical
Explorations 20 (1): 106–22.
● Fish, William. (2021) Adverbialism and Qualia theories. Philosophy of Perception: A
Contemporary Introduction, Routledge, Chapter 4.

Unit 4: Perception, Cognition and More (4 weeks, 16 hours)

1. Perception and Cognition distinction
2. Multimodal Perception
Essential Readings
● Nes, Anders, Kristoffer Sundberg, and Sebastian Watzl. (2021). The
Perception/Cognition Distinction.” Inquiry 66(2): 165–95.
doi:10.1080/0020174X.2021.1926317.
● O’Callaghan, Casey. (2017) Enhancement Through Coordination. In Bence Nanay
(ed) Current Controversies in Philosophy of Perception. Routledge. pp. 109-120
Further Readings:

● Smith, A.D. ( 2002) The Problem of Perception Harvard University Press.

Introduction
● Strawson, Peter F. (1988). Perception and its objects. In Jonathan Dancy,
Perceptual knowledge. Oxford University Press. pp. 41-60.

24
● Simmons, Alison. (2015) Perception in Early Modern Philosophy. In Mohan
Matthen(ed) The Oxford Handbook of Philosophy of Perception. Oxford
University Press. pp.81-99.
● Crane, Tim. The Problem of Perception in Analytic Philosophy.
[Link]
● Fish, William. (2021) Sense Datum Theories, Philosophy of Perception: A
Contemporary Introduction, Routledge. Chapter 2.
● Russell, Bertrand. (2023) Problems of Philosophy. Sanage Publishing House.
Chapters 1 and 2
● Crane, Tim. (2009). Is Perception a Propositional Attitude? The Philosophical
Quarterly (1950-), 59(236), 452–469. [Link]
● Schellenberg, Susanna. (2014) The Relational and Representational Character
of Perceptual Experience, in Berit Brogaard (ed) Does Perception Have
Content? Oxford University Press. pp. 199-219.
● Travis, Charles. (2004) The Silence of the Senses. Mind, Volume 113, Issue
449, Pages 57–94, [Link]
● Clarke, Sam, & Beck, Jacob. (2023). Border disputes: Recent debates along
the perception–Cognition border. Philosophy Compass, 18(8),
e12936. [Link]
● O’Callaghan, Casey. (2012) “Perception and Multimodality.” In Eric
Margolis, Richard Samuels, and Stephen P. Stich (eds) The Oxford handbook
of Philosophy of Cognitive Science, Oxford University Press. pp. 92-117.

Tutorial Activities (15 Hrs )

The Internal Assessment will be awarded based on any one or more of these: an in-class test,
project work, group discussion, presentation, review or research paper. A portion of the
evaluation may also be allotted to attendance in class, tutorial attendance and participation.
The tutorials will include the following:

● Analysing classical and contemporary debate in Philosophy of Perception.

● Structured hypothetical scenarios (e.g., illusions, hallucinations, or multimodal
experiences like the McGurk Effect) to probe students’ philosophical intuitions and
responses.
● Option to present thought experiments or reconstruct classical examples (like the
Müller-Lyer illusion or inverted spectrum) through visual or multimedia formats.
● Tutorial Projects, example project: “Can Artificial Intelligence Perceive?” –
Applying course concepts to debates in AI consciousness and perception.
● Debates and group discussions. Topics may include: “Is perception theory-
independent?”, Is naïve realism better equipped than representationalism to explain
hallucination?”, “Is there a real border between perception and cognition?”.
● Short research papers and article reviews in which students will be encouraged to
write short analytic essays or reviews (approx. 1000–1500 words) on selected
readings or key controversies. Example topics: “Intentional Content in Perception: A
Defense”, “The Role of Attention in Multimodal Perception”.
● Film or Media Analysis. Films or media that engage with themes of illusion,
hallucination, or alternate sensory experience (e.g., The Matrix, Inception, or episodes

25
of Black Mirror) can be used for philosophical critique sessions.

Keywords: Perception, Cognition, Sense Data Theory, Naïve Realism, Representationalism,

Adverbialism, Multimodal Perception, Phenomenology, Visual Experience, Intentionalism
Veridical vs. Non-veridical Perception, Illusion and Hallucination, Perception/Cognition
Distinction, Perception and Consciousness, Phenomenal Content, Thought Experiments in
Perception, Analytic Philosophy of Mind, Philosophy of Cognitive Science, Perceptual
Neuroscience, Psychology of Perception, Film and Illusion, Attention and Awareness,
Artificial intelligence

DSE -13
Indian Aesthetics
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title & Credits Credit distribution of the Eligibility Pre-requisites

Code course criteria of the course

Lecture Tutorial Practical/ (if any)

Practice

Indian 4 3 1 Nil Graduation None

Aesthetics

DSE-13

Course Objectives:
1. Examine the central concepts of representation, explanation, and understanding in
Indian Aesthetics.
2. The course is intended to investigate the role and expansion of Sāhitya, Kāvya to
Saundarya śāstra as a foundation of present day Indian Aesthetics.
3. Understanding the concept of Beauty, Art & Aesthetics
4. Enquiring into the theory of Generalisation

Course Learning Outcomes:

1. To study the classical text Nāṭyaśastra.
2. To analyse the Nature of Art and Indian Aesthetics.
3. To elucidate, Concept of Rasa, Bhāva, Alaṁkāra and Guṇa-Doṣa Nirūpaṇa
4. To explore aesthetic ideas of emotions, art objects, and art experience.

Course Structure & Readings:

26
This course is divided into four units, each exploring different philosophical texts and key
concepts.

Unit I: Introduction to Indian Aesthetics and Bharat Muni’s Nāṭyaśastra:

(3 Weeks, 12 Hours)
1. Beauty, Art and Aesthetics
2. Theory of Generalisation

Essential Readings:
● Seturaman, V. S. (1992). Indian Aesthetics: An Introduction. Macmillan India.
(Section-I)
● Ghosh, Manmohan (1950). The Nāṭyasāstra of Bharata Muni Vol.1. The Asiatic
Society (1950). (p. 1-147).
● Pushpendra, Kumar (ed. & Trans. 2006). Natyasastra of Bharatamuni: Text,
Commentary of Abhinava Bharati by Abhinavaguptacarya. New Bharatiya Book
Corporation. (Introduction)
● Saxena, Sushil Kumar (2009). Hindustani Music and Aesthetics Today: A Selective
Study. Sangeet Natak Akademi. ( p. 1-30)
● Choudhary, Satya Dev (2020). Glimpses of Indian Poetics. Sahitya Akademi. (p. 1-
87)

Unit II: Elements of Indian Aesthetics (3 Weeks, 12 Hours)

1. Rasa, Bhāva, Dhvani, Sphoṭa
2. Alaṁkāra, Vakrokti
3. Rīti-Auchitya
4. Guṇa-Doṣa Nirūpaṇa
5. Kāvya and Akāvya

Essential Readings:
● Raghvan, V. (1975). Number of Rasa-(s). Adhyar Library. (Introduction)
● Tripathi, Ramshankar (1916): The Kāvyamīmaṃsā of Rajaśekhara. MLBD. (Chp. 1-
3)
● Seturaman, V. S. (1992). Indian Aesthetics: An Introduction. Macmillan. (Section-II)
● Honeywell, J.A. (1969). “The Poetic Theory of Visvanatha”, The Journal of
Aesthetics and Art Criticism, XXVIII, no.2 (p. 120-168).

Unit III: Modern Aestheticians & Critics of Indian Aesthetics (3 Weeks, 12 Hours)
1. Aurobindo
2. Tagore
3. Coomaraswamy
4. K. C. Pandey
5. Kapila Vatsyayan

Essential Readings:
● Coomaraswamy, Ananda (1994). The Transformation of Nature in Art. Munshiram
Manoharlal Publishers. (p.1-34)
● Seturaman, V. S. (1992). Indian Aesthetics: An Introduction. Macmillan. (Section-III
& Appendix)

27
● Pandey, K. C. (1950). Comparative Aesthetics, Vol.-1I. Chowkhamba Sanskrit Series.
(Chapter III)
● Vatsyayan, Kapila (2006). Bharata the Natyasastra. Sahitya Akademi. (Introduction)

Unit IV: Metaphysics of Indian & Western Aesthetics (3 Weeks, 12 Hours)

1. Imitation and Art Object
2. Emotion, Creativity and Judgments
3. Metamorphosis of Aesthetic Experience into Mystical Experience

Essential Readings:
● Graham, Gorden (2005). The Philosophy of Arts. Routledge. (p.3-73 for Topics: 1, 2,
7 & 8)
● Kant, Immanuel (2008). Critique of Judgment, trans. James Creed Meredith. Oxford
University Press. (p.14-27 for Topics: 2, 7, & 8)
● Rachel Zuckert (2003). Awe or Envy: Herder contra Kant on the Sublime. Journal of
Aesthetics and Art Criticism. (p. 217-32)
● Pandey, K. C. (1950). Comparative Aesthetics, Vol.1I. Chowkhamba Sanskrit Series.
(Chapter I: p.7), (Chapter X: p.292, 323-342)
● Gnoli, Raniero (1968). The Aesthetic experience according to Abhinavagupta, 2nd
edition. Chowkhamba Sanskrit Series Office. (p. 1-78).

Further Readings:
● Barlingay, S. S. (2007). A Modern Introduction to Indian Aesthetic Theory: The
Development from Bharat to Jagannath. D.K. Print World Ltd.
● Bhandarkar, R.G. (1965). Vaiṣṇavism, Saivism and Minor Religious systems. orig. ed.
1913, 84.
● Choudhary, Satya Dev (2020). Glimpses of Indian Poetics. Sahitya Akademi.
● Coomaraswamy, Ananda. (1918). The Dance of Shiva. The Sunrise Turn Inc.
● Chakrabarti, Arindam, (ed.) (2016). The Bloomsbury Research Handbook of Indian
Aesthetics and the Philosophy of Art. Bloomsbury Academic.
● De, Sushil Kumar (1925). Studies in the History of Sanskrit Poetics. (Volume 1 & 2).
Luzac & Co.
● Deutsch, Eliot (1975). ‘Studies in Comparative Aesthetics’ Monographs of the Society
for Asian and Comparative Philosophy, no.2. University of Hawaii Press.
● Gnoli, Raniero (1968). The Aesthetic experience according to Abhinavagupta, 2nd
edition. Chowkhamba Sanskrit Series Office.
● Graham, Gorden (2005). The Philosophy of Arts. Rutledge.
● Gupta, S. (1999). Art, Beauty and Creativity—Indian and Western Aesthetics. D.K.
Print World.
● Hiriyanna, M. (1997). Art Experience. Indira Gandhi National Centre For The Arts.
● Honeywell, J.A. (1969). “The Poetic Theory of Visvanatha”, The Journal of
Aesthetics and Art Criticism, XXVIII, no.2 168.
● Jhanji, R. (1985). Aesthetic Communication: The Indian Perspective Munshiram
Manohar Lal.
● Jhanji, Rekha (1989). Sensuous in Art: Reflections on Indian Aesthetic. MLBD.
● Joshi, Natavarlal. (1994). Poetry, Creativity and Aesthetic Experience, Sanskrit
Poetics and Literary Criticism. Eastern Book Linkers.
● Kant, Immanuel (2008). Critique of Judgment, trans. James Creed Meredith, Oxford:
Oxford University Press.
● Kane, P.V. (Reprint 4th edition 1987). History of Sanskrit Poetics. MLBD.

28
● Kelly, Michael (2014, second edition). Encyclopedia of Aesthetics. Oxford University
Press.
● Krishnamoorthy, K. (1968). Some Thoughts on Indian Aesthetics and Literary
Criticism (special lectures). University of Madras.
● Krishnamoorthy, K. (1974). Essays in Sanskrit Criticism. Karnatak University.
● Krishnamoorthy, K. (1979). Studies In Indian Aesthetics and Criticism. D.V.K.
Murthy. Krishnamurthipuram.
● Kulkarni,V.M. (1998). Outline of Abhnavagupta's Aesthetics. Saraswati Pustak
Bhandar.
● Lele, W.K. (1999). Bhamaha’s Kavyalamkara: A Stylistical and Methodological
Study. Mansanman Prakashan
● Lienhard, Siegfried (1984). A History of Classical Poetry: Sanskrit, Pali, Prakrit.
Harrassowitz Verlag.
● Masson and Patwardhan. (1969). Śāntarasa and Abhinavagupta’s Philosophy of
Aesthetics. Bhandarkar Oriental Research Institute.
● Masson, J.L. and Patwardhan, M.V. (1970). Aesthetic Rapture. voI.1-2. Deccan
College.
● Masson and Patwardhan. (1969). Śāntarasa and Abhinavagupta’s Philosophy of
Aesthetics. Bhandarkar Oriental Research Institute.
● Pandey, Kanti Chandra (1995).Comparative Aesthetics (vol.1). Chowkhamba Sanskrit
Series Office.
● Paranjape, Makarand, and Sunthar Visuvalingam, (ed.) (2006). Abhinavagupta:
Reconsiderations. Samvad India Foundation.
● Pandey, K. C. (1950). Comparative Aesthetics, Vol.1 & II. Chowkhamba Sanskrit
Series.
● Patnaik, T. (1994). Sabda—A Study of Bhartrhari’s Philosophy of Language. D.K.
Printworld.
● Pushpendra, Kumar (ed. & Trans. 2006). Natyasastra of Bharatamuni: Text,
Commentary of Abhinava Bharati by Abhinavaguptacarya. New Bharatiya Book
Corporation.
● Raghvan, V. (1963). Studies on Some Concepts of the Alaṅkāraśāstra. The Adyar
Library
● Raghavan, V. & Nagendra, Prof. (1970). An Introduction to Indian Poetics.
Macmillan & Company Ltd.
● Raja, K. K. (1977). Indian Theories of Meaning. The Adyar Library and Research
Centre.
● Rachel Zuckert (2003). Awe or Envy: Herder contra Kant on the Sublime. Journal of
Aesthetics and Art Criticism.
● Sasaki, Ken-ichi, (ed.) (2011). Asian Aesthetics. NUS.
● Sastri, P.S. (1989). Indian Theory of Aesthetics. Bhartiya Vidva Prakashan.
● Schiller, Friedrich (1954). On the Aesthetic Education of Man. Routledge & Kegan
Paul.
● Sen, R. K.(1968). Nature of Aesthetic Enjoyment in Greek and Indian Analyses.
Indian Aesthetics and Art Activity. Indian Institute of Advanced Study.
● Sharma, M.M. (1968). The Dhvani Theory in Sanskrit Poetics. The Chowkhamba
Sanskrit Studies.
● Sreekantaiyya. T.N. (2001). Balasubrahmaya, N. (Trans.). Indian Poetics. Sahitya
Akademy.
● Subramaniam, A.V. (1980). The Aesthetics of Wonder: New Findings in Sanskrit
Alankarasastra. Motilal Banarsidass, Delhi.

29
● Sukla, Ananta Charan (1977). The Concept of Imitation in Greek and Indian
Aesthetics. Rupa & Co.
● Sukla, Ananta Charan (1995). Contemporary Indian Aesthetics. Rubberttino
● Sukla, Ananta Charan (1995). Contemporary Indian Aesthetics. Vishvanatha Kaviraja
Institute.
● Tryambak Deshpande, Dr. Ganesh (1958). Sahityashastra, the Indian Poetics.
Popular Prakashan.
● Weitz, Morris (ed. 1970). Problems of Aesthetics. University of Michigan. (p.1-35)
● Walimbe, Y.S. (1980). Abhinavagupta on Indian Aesthetics. Ajanta Publications.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords: Indian Aesthetics, Bharat Muni, Nāṭyaśastra, Rasa, Bhāva, Alaṁkāra, Dhvani,
Vakrtā, Beauty, Sublime.

DSE 14
Western Philosophical Approaches to Self & Problems of Identity
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisites
of the
Lecture Tutorial Practical/ course
Practice (if any)

Western 4 3 1 Nil Graduation None

Philosophical
Approaches to
Self & Problems
of Identity
DSE 14

30
Course Objectives:

1. Introducing students to different western conceptions of Self

2. Seeking to define what constitutes personal identity and how it persists over time
3. Making students acquainted with what makes a person the same from birth to death
4. Aiming to establish criteria that determine whether a person remains the same despite
changes, such as physical or psychological alterations
5. Evaluating the importance of a continuous physical body, particularly the brain, in
defining personal identity

Course Learning Outcomes:

1. Students will be able to critically understand and analyze all prominent western
concepts of self and personal identity
2. Students will be able to identity the necessary constituting elements of personal
identity
3. Students will understand the importance of the question of personal identity and its
applications to real life situations
4. Students will be able to understand the respective importance of belief in the
coherence of self and psychological continuity
5. Students will develop the ability to create a better framework in philosophy based on
theoretical understanding

Unit I: Empiricist Theories of Personal Identity (3 Weeks, 12 Hours)

1. Rooting identity in psychological continuity and memory

2. The "bundle theory" of self and personal identity
3. On the possibility of the structural unity of the self

Essential Readings:
• Locke, J. (2005). Of identity and diversity. In Atkins, K. (Ed.), Self and subjectivity
(pp. 24-32). Blackwell.
• Hume, D. (2005). Of personal identity. In Atkins, K. (Ed.), Self and subjectivity (pp.
37-44). Blackwell.
• Freud, S. (2005). The ego and the id. In Atkins, K. (Ed.), Self and subjectivity (pp.200-
205). Blackwell.

Unit II: Contemporary Reflections on Personal Identity (4 Weeks, 16 Hours)

1. Persons as basic particulars
2. Volitional unity as the core of selfhood
3. The self and Narrative identity

Essential Readings:

● Strawson, P.F. (2005). Persons. In Atkins, K. (Ed.), Self and subjectivity (pp. 132-138).
Blackwell.

31
● Frankfurt, H. (2005). Freedom of the will and the concept of a person. In Atkins, K.
(Ed.), Self and subjectivity (pp. 144-152). Blackwell.
● Ricoeur, P. (2005). Personal identity and narrative identity. In Atkins, K. (Ed.), Self and
subjectivity (pp. 225-234). Blackwell.

Unit III: The Self, Identity and Bodily Continuity (4 Weeks, 16 Hours)

1. Personal identity and our practical concerns

2. Bodily continuity criterion for personal identity
3. Pre-reflective bodily self-awareness as fundamental to personal identity
Essential Readings:

• Shoemaker, S. (2005). Personal identity: A materialist’s account. In Atkins, K. (Ed.),

Self and subjectivity (pp. 157-162). Blackwell.
• Williams, B. (2005). Bodily Continuity and personal identity. In Atkins, K. (Ed.), Self
and subjectivity (pp.168-172). Blackwell.
• Henry, A. and Thompson, E. (2011). Witnessing from Here: Self-Awareness from a
Bodily versus Embodied Perspective. In Gallagher, S. (Ed.) (2011). The Oxford
handbook of the self (pp.228-249). Oxford University Press.

Unit 4: Phenomenality and Minimal Self (5 Weeks, 20 Hours)

1. Untenability of belief in self as a singular and unchanging entity

2. The experiential and phenomenal continuity as a mark of self
3. The return to belief in a minimal self

Essential Readings:

• Parfit, D. (2005). What we believe ourselves to be. In Atkins, K. (Ed.), Self and
subjectivity (pp.178-191). Blackwell.
• Dainton, B. (2005). The Self and the Phenomenal. In Strawson, G. (Ed.), The self (pp.1-
25). Blackwell.
• Strawson, G. (2011). The Minimal Subject. In Gallagher, S. (Ed.) (2011). The Oxford
handbook of the self (pp.253-278). Oxford University Press.
• Metzinger, T. (2011). The no-self alternative. In Gallagher, S. (Ed.) (2011). The Oxford
handbook of the self (pp.279-296). Oxford University Press.

Further Readings:
• John Barresi and Raymond Martin, History as Prologue: Western Theories of the Self
(pp. 33-56). Gallagher, S. (Ed.) (2011). The Oxford Handbook of The Self. Oxford
University Press.
• Mackenzie, C. (2005). Imagining Oneself Otherwise. In Atkins, K. (Ed.), Self and
subjectivity (pp.284-299). Blackwell.
• van Fraassen, B. C. (2005). Transcendence of the Ego (The Non-Existent Knight). In
Strawson, G. (Ed.), The self (pp.87-110). Blackwell.

32
• Zahavi, D. (2011). Unity of Consciousness and the Problem of Self. In Gallagher, S.
(Ed.) (2011). The Oxford handbook of the self (pp.316-335). Oxford University Press.
• Campbell, J. (2011). Personal identity. In Gallagher, S. (Ed.) (2011). The Oxford
handbook of the self (pp.339-351). Oxford University Press.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords: Self, Personal-identity, Locke, Hume, Shoemaker, Strawson, Williams, Parfit

DSE-15
Concepts and Language of Thought

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
Concepts and 4 3 1 Nil Graduation None
Language of
Thought
DSE-15

Course Objectives

As an intermediate course in cognitive science, this course aims to :

1. Discuss some of the foundational concepts in cognitive science.

33
2. Provide an in-depth discussion of constraints on theories in cognitive science and up-
to-date accounts of explanatory theories of concepts.
3. Develop skills in evaluating and constructing evidence-supported arguments, reading
and analyzing contemporary cognitive science literature, and assessing research
programs.
4. Ignite a passion for learning about cognitive phenomena and to reveal general
cognitive structures.
5. Enable students to engage in theoretical and experimental programs in cognitive
science.

Course Learning Outcomes:

Upon the completion of this course, students should be able to :
1. Develop and demonstrate theoretical and empirical understanding, with a
philosophical perspective, of some of the central concepts, theories, and research
programs in the interdisciplinary field of cognitive science, which comprises
philosophy, psychology, linguistics, neuroscience, computer science, anthropology,
and other allied disciplines.
2. Be able to construct evidence-supported arguments and communicate various course
topics through weekly reports, oral presentations, and course assignments.
3. Acquire basic knowledge and skills to pursue research in areas of their interest
broadly connected to cognitive science.
4. Be able to situate and evaluate new developments and findings in empirical cognitive
science within a philosophical framework.

Unit I: Concepts: Preliminaries (4 Weeks, 16 Hours)

Intelligent Behaviour, Mental Representation, Propositional Attitudes, Realism and Anti-

realism, Functionalism, Abstract-Concrete Concepts, Containment and Inferential
Models, Conceptual Development, Core Cognition, Quinian Bootstrapping, and Theories
of Concepts.

Essential Readings:

● Hebb, D.O. (1949), Introduction and Chapter One. The Organization of Behavior: A
Neuropsychological Theory. Wiley.
● Huxley, J. (1953), Chapter Four. The development of mental activity. In Evolution in
Action, Harper.
● Fodor, J. A. (1985). Fodor's guide to mental representation: The intelligent Auntie's
Vade Mecum. Mind 94, (373), 76-100. Retrieved from,
[Link]
● Laurence, S., & Margolis, E. (1999), Chapter One, Sections 1-5). Concepts and
Cognitive Science. In Margolis, Eric & Laurence, Stephen. (Eds.) (1999). Concepts:
Core Readings, MIT Press.
● Rey, G. (1999). Concepts and Stereotypes. In Margolis, Eric & Laurence, Stephen.
(Eds.) (1999). Concepts: Core Readings. MIT Press.
● Carey, S. (2009), (Chapter One). The Origin of Concepts (New York, 2009; online
edn, Oxford Academic, 1 Sept. 2009),
[Link] . Or Carey, S. (2011).
The origin of concepts: A précis. Behavioral and Brain Sciences 34, 113-167.

34
● Shea, N. (2024), (Preface & Chapter 1). Concepts at the Interface. Oxford University
Press.

Unit II: Theories and Formats of Concepts (3 Weeks, 12 Hours)

Constraints on Theories in Cognitive Science, Evaluation of Theories of Concepts, Image

Theory of Concepts, Classical Theory of Concepts, Prototype Theory of Concepts,
Inferential Role Semantics, Associative Neural Networks, Criticisms of Semantic
Pragmatism, Frege Arguments, Referentialism, Empty Concepts, Plato’s Problem,
Triangulation, Perceptual Reference, Syntactic Structure.

Essential Readings:
● Fodor, J. A., & Pylyshyn, Z. (2015, Chapters One, Two, & Three). Minds without
Meanings: An Essay on the Content of Concepts. MIT Press.
● Yousif, S. R., & Brannon, E. M. (2025). Perceiving Topological
Relations. Psychological Science, 0(0). [Link]
● Revencu, B., Pajot, M., & Dehaene, S. (2025 MS, Forthcoming). Representations of
geometric shapes have syntactic structure. [Link]

Unit III: Beyond Concepts? (3 Weeks, 12 Hours)

Teleosemantics: Three Versions, RTM, and CTM, Biological/Mapping Function,

Historical Etiology, Normativity, Biosemantics, Unicept, Unitracker, Neural
Representation, Varitel Framework, Swampman Thought Experiment.

Essential Readings :

● Millikan, R G. (2017), (Chapters Three & Thirteen). Beyond Concepts. Oxford

University Press.
● Neander, K. (2017, Chapters Four & Eight). A Mark of the Mental. MIT Press.
● Shea, N. (2024), (Chapter Five). Concepts at the Interface, Oxford University Press.
● Laurence, S., & Margolis, E. (2024)( Chapter One) The Building Blocks of Thought,
Oxford University Press, Open Access.

Unit IV: Mental Representation and Language of Thought (5 Weeks, 20 Hours)

Language of Thought, Neurobiology of LOT, Logical Form, Formal Logic, and

Computation.

Essential Readings:

● Fodor, J. A. (1989). Why There Still Has to be a Language of Thought. In: Slezak, P.,
& Albury, W.R. (Eds.). Computers, Brains and Minds. Australasian Studies in
History and Philosophy of Science, vol 7. Springer, Dordrecht.
[Link] (Also in Lycan, W. G. (1990). Mind
and Cognition: A Reader, and Fodor. (1989). Psychosemantics, MIT Press.
● Mandelbaum, E., Dunham, Y., Feiman, R., Firestone, C., Green, E.J., Harris, D.,
Kibbe, M.M., Kurdi, B., Mylopoulos, M., Shepherd, J., Wellwood, A., Porot, N. and
Quilty-Dunn, J. (2022), Problems and Mysteries of the Many Languages of Thought.
Cognitive Science, 46: e13225. [Link]

35
● Sablé-Meyer, M., Ellis, K., Tenenbaum, J., & Dehaene, S. (2022). A language of
thought for the mental representation of geometric shapes. Cognitive Psychology, 139,
101527
● Quilty-Dunn, J., Porot, N., & Mandelbaum, E. (2023). The best game in town: The
reemergence of the language-of-thought hypothesis across the cognitive sciences.
Behavioral and Brain Sciences, 46, e261.
● Sablé‐Meyer, M. et al. (MS. Forthcoming, 2025). A geometric shape regularity effect
in the human brain. doi: [Link]
● Kean, H., et al. (MS. Forthcoming, 2025). The Language of Thought is not Language:
Evidence from Formal Logical Reasoning.

Further Readings:
● Fodor, J. A. (1975). The Language of Thought. Harvard University Press.
● Fodor, J. A. (2008). LOT 2: The Language of Thought Revisited. Oxford University
Press.
● Shea, N. (2018). Representation in Cognitive Science. Oxford University Press
● Wilson, R. A., & Keil, F. C. (Eds). (1999). The MIT Encyclopedia of the Cognitive
Sciences, Bradford, MIT.
● Pāṇini, & Vasu, S. C. (1891). The Aṣṭādhyāyī of Panini, Delhi, Motilal Banarsidas.
● Bhartr̥hari, Helārāja, & Iyer, K.A. (1963). Vākyapadīya of Bhartṛhari: with the
commentary of Helārāja, Deccan College, Postgraduate and Research Institute.
● Raja, K. (1963). Indian Theories of Meaning. Adyar Library and Research Centre,
Chennai, India.
● Margolis, E and Laurence, S. (Eds.) (1999). Concepts: Core Readings. Bradford
Books. MIT Press.
● Murphy, G, L. (2002). The Big Book of Concepts. Bradford Books, MIT. 2002
● Margolis, E., & Laurence, S. (Eds.) (2015). The Conceptual Mind: New Directions in
the Study of Concepts. MIT Press.
● Laurence, S., & Margolis, E. (2024) The Building Blocks of Thought: A Rationalist
Account of the Origins of Concepts, Oxford University Press, Open Access.
● Mollo, C. D., & Vernazzani, A. (2024). The Formats of Cognitive Representation: A
Computational Account. Philosophy of Science. 2024;91(3):682-701
[Link]
● Kean, H., et al. (2024). The Language of Thought is not Language: Evidence from
Formal Logical Reasoning. [Extended Abstract] [Poster]
● Krakauer, J. W. (2025). Where did real representations go? Commentary on: The
concept of representation in the brain sciences: The current status and ways forward
by Favela and Machery. Mind & Language.
● Piccinini, G. (2025 MS, Forthcoming). Neural Hardware for the Language of
Thought: New Rules for an Old Game.
● Rosenthal, D. (2025). Thought, consciousness, and the given. European Journal of
Philosophy, e13039
● Borg, E. (2025). LLMs, Turing tests and Chinese rooms: The prospects for meaning
in large Language models. Inquiry, 1-31.
● Clarke, S. (2025). Number nativism 1. Philosophy and Phenomenological Research,
110(1), 226-252.

36
Tutorial Activities (15 Hrs )

Tutorials are designed to encourage advanced inquiry, independent thinking, interdisciplinary

integration, and rigorous philosophical analysis within the framework of Cognitive Science.
Students are expected to engage deeply with primary texts, theoretical debates, and empirical
findings across different interdisciplinary fields. Activities will include a combination of the
following:

Weekly Reports: Brief summaries of weekly class discussions to reinforce understanding and
reflection.

Peer-Share: Student-led discussions on key philosophical and cognitive science topics,

emphasising clarity, argument analysis, and respectful debate.
Assignment Papers: Short argumentative essays with peer review, aimed at honing
philosophical writing and reasoning.
Research Projects: Independent or group projects combining philosophy with empirical
research (psychology, neuroscience, AI, & linguistics,), encouraging original theses.
Class Presentations: Expository and critical presentations on major texts or current issues,
followed by Q&A.
Conceptual Mapping & Thought Experiments: Visual or written exercises exploring key ideas
and hypothetical scenarios.
Literature Reviews: Thematic overviews and annotated bibliographies synthesising
interdisciplinary scholarship. These activities develop skills in analysis, interdisciplinary
synthesis, and original thought.

Keywords: Concepts, Mental Representation, Language of Thought, Content, Semantics,

Teleosemantics, Conceptual Development, Metaphysics of the Mind.

DSE 16
Fundamentals of Human Cognition
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course Eligibility Pre-

title & Credits Credit distribution of criteria requisite of
the course the course
Code
(if any)
Lecture Tutorial Practical

37
Fundamentals of
Human Cognition, 4 3 1 Graduation NA
DSE 16

Course Objectives
1. To provide an in-depth understanding of human cognitive abilities and the underlying
cognitive architecture.
2. To critically examine the limitations of first-generation cognitive science (Classical
Cognitivism), which relied on the computer metaphor and a problem-solving approach
to cognition.
3. To introduce and explore second-generation cognitive science, emphasizing its
phenomenological grounding and focus on embodied, enactive, and dynamic cognition.
4. To highlight the role of biological, evolutionary, developmental, and experiential
processes in shaping human cognition.
5. To present the mind as an interactive and adaptive system influenced by the continuous
interplay between brain, body, and environment.

Course Learning Outcomes

After going through this course, the student will be able to -
1. Analyze and critique the limitations of first-generation cognitive science in explaining
human cognition.
2. Apply principles of second-generation cognitive science to understand cognition
beyond classical computational models, through understanding PDP (Parallel
Distributed Processing), DST (Dynamic System Theory).
3. Explain how cognition is shaped by embodied, enactive, and dynamic interactions
between the brain, body, and environment.
4. Demonstrate a deeper understanding of core human cognitive abilities, including
perception, social cognition, language, and thought, in real-world contexts from the
second-generation cognitive science paradigms.

UNIT I: Foundations & Critique of Classical Cognitivism (5 Weeks, 20 Hours)

Essential Readings:

● Heil, J. (2013). The representational theory of mind. In Philosophy of mind (Ch. 7).
Routledge.
● Searle, J. R. (1980). Minds, brains, and programs. Behavioral and Brain Sciences,
3(3), 417–457. [Link]
● Harnad, S. (1990). The symbol grounding problem. Physica D: Nonlinear
Phenomena, 42(1–3), 335–346. [Link]
● Wheeler, M., & Kiverstein, J. (2008). What is Heideggerian cognitive science? In
Heidegger and cognitive science (Ch. 1). Springer.

38
● Thompson, E. (2007). Mind in life: Biology, phenomenology, and the sciences of mind
(Chs. 2–3). Harvard University Press.
● Taylor, C. (1993). Engaged agency and background in Heidegger. In C. Guignon
(Ed.), The Cambridge companion to Heidegger (pp. 317–336). Cambridge University
Press.

UNIT 2: Architecture & Paradigms of Human Cognition: Embodiment & DST. (5

Weeks, 20 Hours)

Essential Readings:

● Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59, 617–

645. [Link]
● Keijzer, F. (2002). Representation in dynamical and embodied cognition. Cognitive
Systems Research, 3(3), 275–288. [Link]
● Prinz, J., & Barsalou, L. (2000). Steering a course for embodied representation.
Behavioral and Brain Sciences, 23(5), 741–753.
[Link]
● Clark, A. (2014). Dynamics. In Mindware: An introduction to the philosophy of
cognitive science (Ch. 7). Oxford University Press.
● Smith, L. B., & Thelen, E. (2003). Development as a dynamic system. Trends in
Cognitive Sciences, 7(8), 343–348. [Link]

UNIT 3: Architecture & Paradigms of Human Cognition: PDP (Parallel Distributed

Processing) (2 Weeks, 8 Hours)

Essential Readings:

● Clark, A. (2014). Connectionism. In Mindware: An introduction to the philosophy of

cognitive science (Ch. 4). Oxford University Press.
● McClelland, J. L., & Cleeremans, A. (2009). Connectionist models. In T. Bayne, A.
Cleeremans, & P. Wilken (Eds.), The Oxford companion to consciousness (pp. 155–
159). Oxford University Press.

UNIT 4: Concrete Cases in Human Cognition

(5 Weeks, 20 Hours)

Essential Readings:

● Vetter, P., & Newen, A. (2014). Cognitive penetration in visual perception.

Consciousness and Cognition, 27, 62–75.
[Link]
● Ratcliffe, M. (2008). Phenomenology, neuroscience, and intersubjectivity. In H. L.
Dreyfus & M. A. Wrathall (Eds.), A companion to phenomenology and existentialism
(pp. 329–345). Blackwell Publishing.
● Arbib, M. A., & Rizzolatti, G. (1997). Language within grasp. Trends in
Neurosciences, 20(5), 188–194. [Link]
● Gallese, V. (2008). Mirror neurons and the social nature of language. Philosophical
Transactions of the Royal Society B: Biological Sciences, 363(1499), 2291–2307.
[Link]
39
● Seyfarth, R. M., & Cheney, D. L. (2018). The social origins of language. In R. M.
Seyfarth & D. L. Cheney (Eds.), The social origins of language (pp. 15–24).
Princeton University Press.
● Tomasello, M. (1999). Biological, cultural, and ontogenetic processes. In The cultural
origins of human cognition (Ch. 8). Harvard University Press.

Further Readings:

● Andler, D. (2006). Phenomenology in AI and cognitive science. In H. L. Dreyfus &

M. A. Wrathall (Eds.), A companion to phenomenology and existentialism (pp. 450–
467). Blackwell Publishing.
● Clark, A. (2013). Mindware: An introduction to the philosophy of cognitive science
(Chs. 1–3). Oxford University Press.
● Dreyfus, H. L. (1972). What computers still can't do: A critique of artificial reason.
MIT Press.
● Dreyfus, H. L. (2007). Intelligence without representation. Artificial Intelligence,
171(18), 1227–1239. [Link]
● Dreyfus, H. L., & Dreyfus, S. E. (1988). Making a mind vs. modeling the brain: AI
back at a branch-point. Daedalus, 117(1), 15–43.
● Dreyfus, H. L. (1999). The primacy of phenomenology over logical analysis: A
critique of Searle. Philosophical Topics, 27(2), 3–24.
[Link]
● Haugeland, J. (1979). Body and world: A review of What computers still can't do: A
critique of artificial reason. Philosophical Review, 88(2), 366–371.
[Link]
● Newell, A., & Simon, H. A. (1976). Computer science as empirical inquiry: Symbols
and search. Communications of the ACM, 19(3), 113–126.
[Link]
● Rose, L. T., & Fischer, K. W. (2006). Dynamic systems theory. In R. A. Shweder
(Ed.), Chicago companion to the child (pp. 143–147). University of Chicago Press.
● Tomasello, M., & Paul, J. (2014). Language in a new key. Behavioral and Brain
Sciences, 37(5), 524–525. [Link]
● Wheeler, M., & Kiverstein, J. (Eds.). (2008). Heidegger and cognitive science (Chs. 8
& 9). Springer.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Key words: Computational mind, Phenomenology, Embodied-Enactive Cognition,

Dynamical Systems Theory, Heideggerian Cognitive Science, Parallel Distributed Processing
(PDP), perception, social cognition, language, etc.

40
DSE 17

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Eligibility Pre-
title & Credits Credit distribution of criteria requisite of
the course the course
Code
(if any)
Lecture Tutorial Practical

Critical
Philosophical 4 3 1 Graduation NA
Traditions of
India
DSE 17

Course Objectives:

● To present an alternative account of Indian philosophical and religious traditions that

are opposed to the dominant constructions of Indian philosophy.
● To introduce students to the critical traditions of Indian philosophy
● This course redefines Indian Philosophy through the writings that have critiqued the
Brahmanical and Idealistic notions that have come to dominate much of Indian
Philosophy.

Course Learning Outcomes:

● This course is focused on alternative and living philosophical traditions that are critical
of the dominant constructions of Indian philosophy, starting from the Sramana tradition
to the contemporary philosophical traditions of Phule, Periyar, Narayana Guru, and
Ambedkar.
● Indian philosophy is redefined through alternative conceptions of philosophy that go
against the dominant idealistic notions of Indian religious and philosophical thought.
● Students are not only acquainted with the underlying politics of exclusion of certain
philosophical traditions from the standard canon of Indian philosophy but are
familiarized with marginalized philosophical discourses of India.
● Learn about the indigenous emancipatory philosophical reasoning and traditions that
broaden and democratize the very idea of philosophy.

Unit 1:Philosophy as Social Expression and problematizing Indian Philosophy

41
(3 Weeks, 9 hrs )
(i) Concepts and nature of Indian Philosophy
(ii) Brahminical Characterization of Indian Philosophy (Radhakrishnan, Hiriyanna, P.T. Raju)
(iii) Dogmas of Indian Philosophy (S.N. Dasgupta) and Myths of Indian Philosophy
(Dayakrishna)
(iv) Contesting dominance, Power, and socio-cultural practices.

Essential/ Recommended Readings

● Levy, Albert William. (1974). Introduction, In Philosophy as Social Expression. (pp 1-
38). University of Chicago Press.
● Dayakrishna, (1991). Three myths about Indian philosophy. In Indian philosophy: A
counter perspective. (pp 4-15). Oxford University Press.

Unit 2: Critical Indian Philosophical Traditions (4 Weeks, 12 hrs)

(i) Sramanic and folk traditions
(ii) Medieval Subaltern Bhakti traditions (Kabir, Veerabrahmendra Swamy, Vemana)

Essential/ Recommended Readings

● Pande, G. C. (1978). Sramana Tradition. (pp 25-51, 52-73). L.D. Institute of Indology.
● Kesava Kumar, P. (2008). Subaltern philosopher Saint Potuluri
Veerabrahmendraswamy. Journal of Dravidian Studies. 47-59.
● Lorenzen, D. N. (1987). Traditions of Non-Caste Hinduism: The Kabir Panth.
Contributions to Indian Sociology, 21(2), 263-283.
[Link]
● Vemana (2008). Verses of Vemana (Translator [Link]). (pp 7 -99). Forgotten
Books.
[Link]

Unit 3: Materialistic interpretation of Indian Philosophy (3 Weeks, 9hrs)

(i) Materialist critique of Indian Philosophy (M.N. Roy, Rahu Sankrutyayan, Debiprasad
Chattopadhyaya)
(ii) Contestation of Dominance, Power, and Social-cultural practices

Essential/ Recommended Readings

● Roy, M.N. (2007). A Naturalistic and Humanist's View of Indian Philosophy. In K.
Satchidanada Murty (ed.), Evolution of Indian philosophy. (pp 253-256). DK Print
World
● Roy, M.N. (1982). Materialism. (pp 124-166). Ajanta Publications.
● Chattopadhyaya, Debi Prasad. (1985). Materialism in Indian Philosophy. In Knowledge
and Intervention: Studies in Society and consciousness. (pp 196-227). Firma KLM.

42
Unit 4: Reinterpretation and Reconstruction of Indian Philosophy (5 Weeks, 15 hrs)
(i) Indian Renaissance/Emergence of Contemporary India and Implications for Philosophy
(ii) Tradition of Social Rationality
(iii) Iyothee thass, Phule, Periyar, Narayana Guru and Lakshmi Narasu
(iv) Ambedkar’s revolution and Reformation

Essential/ Recommended Readings

● Deshpande, G.P. (Ed.) (2002). Gulamgiri. From Selected writings of Jothirao Phule
Delhi: Leftword Books
● Aloysius, G. (2010). Dalit-Subaltern self-identifications. Iyothee Thassar and
Thamizhan. Delhi: Critical Quest.
● Lakshmi Narasu, P. (2003). In G. Aloysius (Ed.), Religion of Modern Buddhist. (pp 34-
66). Wordsmiths.
● Veeramani, K. (2005).Collected works of Periyar EVR. (pp 47-120). Periyar Self
Respect Movement Propaganda Institution. [Link]
content/uploads/2020/05/Collected-Works-Periyar-E-V-Ramasamy-Collected-Works-
[Link]
● Guru, Sree Narayana. Jati Mimamsa. In Works of Sree Narayana Guru. Retrieved from
[Link]
● Ambedkar, B. R. (1979). Dr Ambedkar: Writing and Speeches, Vol. 1: Annihilation
of Caste: An Undelivered Speech. (pp 25-96). Education Department, Government of
Maharashtra. [Link]
● Ambedkar, B. R.: (1992). Dr. Babasaheb Ambedkar: Writings and Speeches Vol. 11:
The Buddha and His Dhamma. (pp 272-388). Education Department, Government of
Maharashtra.
[Link]
Dhamma%20B%20R%[Link]

Suggestive Readings

● Omvedt, Gail. (2009). Seeking Begumpura: The social vision of anti-caste intellectuals.
(pp 185-204). Navayana.

● Mani, Braj Ranjan. (2014). Knowledge and power-discourse of transformation. Delhi:

Manohar.

● Horkheimer, Marx. (2002). Critical theory: Selected essays. New York: Continuum.

● Riepe, Dale M. (1961). Naturalistic tradition in Indian thought. University of

Washington Press.

● Riepe, Dale M. (1979). Indian philosophy since independence. Calcutta: Research India
Publications.

43
● Rao, A. P. (1984). Politics of philosophy: A Marxian analysis. Humanities Press.

● Janet A. Kourany (Ed.) (1998). Introduction: Philosophy in a feminist voice?.In

Philosophy in a feminist voice, critiques and reconstructions. (pp 3-16). Princeton:
Princeton University Press.

● Levinas, Immanuel. (1989). Ethics as First Philosophy. In Sean Hand (ed.), The Levinas
reader. (pp.77-87). Oxford: Blackwell.

● Tempels, Placide. (2010). In search of Bantu philosophy. Bantu philosophy (pp13-37).

Orlando: HBS Publishing.

● Radhakrishnan, S. (2009). Introduction. Indian philosophy. Vol.1. Delhi: Oxford

University Press.

● Aloysius, G. (1998). Religion as an emancipatory identity: A Buddhist movement

among the Tamils under colonialism. New Delhi: New Age International.

● Dharwadker, Vinay. (2003). Kabir. Selected excerpts from Kabir: The Weavers songs.
New Delhi: Penguin books.

● Stahl, Roland. (1954) The Philosophy of Kabir. Philosophy East and West, 4(2), 141-
155. [Link]

● Chattopadhyaya, Debiprasad. (1976). What is Living and What is Dead in Indian

Philosophy. (pp, 1-19,171-196,404-435). Peoples Publishing House.

● ‘Viswadhabirama Vinuravema' The Social and Political in Vemana, (2017).In

Himamshu Roy et al (Eds.) Indian Political Thought. Pearson.

● Krishna, D. (1966). Three Myths About Indian Philosophy. Diogenes, 14(55), 89–103.
doi:10.1177/039219216601405506

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic

44
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords:
Critical Indian Philosophy, Brahminism, Sramana Tradition, B.R. Ambedkar, Materialism,
Marxist Approach, Critique of Caste system, S. N. Dasgupta, Dayakrishna, Iyothee Thass,
Laxmi Narasu, EVR Periyar, Kabir, Veerabrahmendra Swamy, Narayana Guru, Jyothibha
Phule, Debiprasad Chattopadhyaya, M. N. Roy.

DSE 18

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Eligibility Pre-
title & Credits Credit distribution of criteria requisite of
the course the course(if
Code any)

Lecture Tutorial Practical

Philosophy of
Contemporary 4 3 1 Graduation NA
Social Movements
DSE 18

Course Objectives:
1. This course uses an interdisciplinary approach that connects diverse disciplines, such
as Political science, Sociology, History, and Philosophy.
2. This course attempts to provide a philosophical basis for social change and the
ideological underpinnings that shape contemporary social movements.
3. The course explores the key concepts of respective social movements with a brief
historical note about each movement.

Course Outcomes:
1. To introduce students to the general features and characteristics of Social Movements.
2. To familiarize students with understanding the social dynamics that exist within Indian
Society

45
3. To explore the resource of philosophical foundations of ongoing Social movements
4. To cultivate the democratic concerns of the struggles and to develop the democratic ideas
of citizenship based on values of equality, dignity, and justice.

Unit I: General Features of Social Movements (3 Weeks, 9 hrs)

1. Introduction to Social Movements
2. Theorizing Social Movements

Essential/ Recommended Readings

● Touraine, A. (1985). An Introduction to the Study of Social Movements on JSTOR.

Social Research, 749-787. [Link]
● Porta, D. D., & Diani, M. (2006). The Study of Social Movements: Recurring
Questions, (Partially) Changing Answers. In Social movement: An Introduction.
(pp.1-32). (pp 1-30). Blackwell Publishing, .
● Moss, D.M., Snow, D.A. (2016). Theorizing Social Movements. In: Abrutyn, S. (eds)
Handbook of Contemporary Sociological Theory. (pp 547-569). Handbooks of
Sociology and Social Research. Springer, Cham. [Link]
32250-6_26

Unit II: Marxist Movements (4 Weeks, 12 hrs)

1. Main tenets of Marxism
2. Post Marxism
3. Gramsci’s Theory of Hegemony and Passive Revolution
4. Mao’s theory of the Cultural Revolution
5. Indian Marxist Movements

Essential/ Recommended Readings

● Gavia, Kitching. (1988). Karl Marx and the Philosophy of Praxis. (pp 7-
35).Routledge.
● Kumar, Sunalini. Socialism, In Rajeev Bharghav (Ed) Political Theory: An
Introduction. (pp.245-257). Pearsons Education.
● Seth, S. (2006). From Maoism to postcolonialism? The Indian ‘Sixties’, and beyond.
Inter-Asia Cultural Studies, 7(4). 589–605.
[Link]

Unit III: Women’s Movements and Anti-Caste Movement (6 Weeks, 18 hrs)

1. Discourse on Gender, Patriarchy and Sexuality
2. Feminist Theory: Liberal, Socialist, Radical and Dalit Feminism
3. Indian Women’s movement
4. Dalit Movements

46
[Link] Ambedkar and Post Ambedkar
6. Problems with Dalit Movements

Essential/ Recommended Readings

● Geetha, V. (2007). Patriarchy. (pp.4-29). Stree.
● Nivedita Menon, “Gender” . In Rajeev Bharghav (Ed) Political Theory: An
Introduction. (pp. 225-233). Pearsons Education.
● Tharu, Susie and Niranjana, Tejaswini. (1994). Problem for a contemporary theory of
gender. Social Scientist, 22, 3-4.
● Krishnaraj, Maithreyi. (2012) The Women’s movements in India: A hundred-year
history. Social change, 42 (3), 325-333.
● Omvedt, Gail. (1994). Ambedkarism. Dalits and democratic revolution: Dr.
Ambedkar and the Dalit Movement in Colonial India. (pp 107-163). Sage Publication.
● Mohanty, Manoranjan. (2004). Introduction: Dimensions of Power and Social
Transformation. In Class, Caste, Gender: Readings in Indian Government and
Politics. (pp 106-130). Sage Publication.
● Ambedkar, B. R. (1979). Dr Ambedkar: Writing and Speeches, Vol. 1: Annihilation
of Caste: An Undelivered Speech. (pp 25-96). Education Department, Government of
Maharashtra. [Link]
● Ambedkar, B. R.: (1992). Dr. Babasaheb Ambedkar: Writings and Speeches Vol. 11:
The Buddha and His Dhamma. (pp 272-388). Education Department, Government of
Maharashtra.
[Link]
Dhamma%20B%20R%[Link]
● Teltumbde, Ananda. Theorising Dalit Movement: A View Point. Retrieved from
[Link]
[Link]
● S M Michael (1999), ‘Dalit Vision of a Just Society on India’, In S M Michael (Ed)
Dalits in Modern India: Vision and Values. (pp.99-117). Sage Publications.

Unit IV: Environmental Movements (2 Weeks, 6 hrs)

1. Environmentalism, Equitable Development
2. Environmental struggles in India: Narmada Bachao Andolan, Anti-Nuclear
3. Kudamkulam movement

Essential/ Recommended Readings

• Swain, Ashok. (1997). Democratic Consolidation? Environmental movements in India.
Asian Survey. 37(9), (pp. 818-832).

Suggestive Readings
● Kohli, Atul. (Ed.) (2001). The success of India’s democracy. Cambridge University
Press.
● Murthy T.V., Satya. (Ed.). (1978). Region, Religion, Caste, Gender and Culture in
Contemporary India. Vol.3. Oxford University Press.

47
● Ghanshyam Shah. (Ed.) (2002). Social movements and the State. Sage Publications.
● Ghanshyam, Shah. (2004). Social movements of India: A Review of Literature. Sage
Publications.
● Teltumbde, Ananda. Theorising Dalit movement: A viewpoint. Retrieved from
[Link]
[Link]
● Rao, M.S. (1984). Social movements in India: studies in peasant, backward classes,
sectarian, tribal and women's movements. Manohar.
● Geetha. V. and Rajudurai, S. V. (1999). Towards a non-Brahmin Millennium: From
Iyothee Thass to Periyar. Samya.
● Streesakti sangatana. (1989). We are making History: Life stories of women in the
Telangana people’s struggle. Zed Books.
● Roy, Chandan. (1996). Naxalbari is not just the name of a village. AIRSF.
● Banerjee, Sumanta. (1989). In the wake of [Link].
● --------------- (1984). India’s simmering revolution. London: Zed.
● Desai, N. (1988). A Decade of women’s movement in India. Himalaya Publishing
House.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Key Words: Social Movements, Marxist Movement, Women’s Movement, Dalit Movement,
Environmental Movement.

DSE 19
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course Eligibility Pre-requisite
title Credits Credit distribution of criteria of the course
& the course (if any)

48
Code Lecture Tutorial Practical

Philosophy of
Culture 4 3 1 Graduation NA
DSE 19

Course Objectives:
1. Culture encompasses all social behaviors, norms, institutions, knowledge, belief
systems, arts, laws, values, literature, and customs acquired by man as a member of
society. It is crucial to understanding human societies.
2. This course examines the essence and meaning of culture. It studies how human
thought, creativity, rationality, and experience shape cultural identities through
different phases of development, from modernism to postmodernism and
hypermodernism.
3. The course attempts to familiarize students with concepts such as modernity, cultural
hegemony, public sphere, capitalism, post-modernity, cultural hybridity, and
globalization through reading the works of some of the central thinkers in the area.

Course Learning Outcomes:

1. To familiarize students with the philosophical and theoretical understanding of

culture.
2. Introducing students to the various approaches and methods in cultural philosophy.
3. Develop critical and analytical reading skills by engaging with the works of some of
the key thinkers in the area of culture studies.
4. Explores the central concepts within culture studies such as hegemony, hybridity,
public sphere, globalization, hyperculture, and the central debates in culture studies.

UNIT I: Introduction to Culture (3 Weeks, 12 hrs)

1. Nature, Meaning, and Essence of Culture
2. Relationship between Man and Culture
3. Philosophy of Culture as Theory, Method, and Way of Life

Essential Readings:

● Cassirer, E. (1944). The Definition of Man in Terms of Human Culture. In An Essay

on Man: An Introduction to a Philosophy of Human Culture. (pp.63–71). Yale
University Press. [Link]
● Kemling, Jared. (2022)."Toward a “Cultural Philosophy”: Five Forms of Philosophy
of Culture". In Bursztyka, Kramer, Richter, Auxier (Ed.). Philosophy of Culture as
Theory, Method, and Way of Life. (pp.17-38). Brill.
● Miller, Toby, (2001). A Companion to Cultural Studies. (pp.139-215). Blackwell.

49
UNIT II: Enlightenment, Modernity, and Culture (4 Weeks, 16 hrs)

1. The Aesthetic and the Ethical

2. Cultural Hegemony
3. The Culture Industry

Essential Readings:

● Kierkegaard. Soren. (1987). Either/Or, translated and edited by Howard V. Hong and
Edna H. Hong, 2 vols, II, (pp.155–205). Princeton University Press.
[Link]
i?srsltid=AfmBOoriXDpeobuwGXBQGxsXEg2fLFFIzZhPhdfOJ6T3CVGTB7wp76f
v
● Gramsci, A. (2003). Selections from the Prison Notebooks (Q. Hoare, Trans., G. N.
Smith, Ed.). (pp.5-43). Laurence & Wishart.
● Benjamin, W. (1936). The Work of Art in the Age of Mechanical Reproduction. 1-26.
[Link]
● Theodor W. Adorno, and Max Horkheimer. (2016). Dialectic of Enlightenment.
(pp.120-167).Cumming. John (trans.). Verso. New York.

UNIT III: Postmodernism (5 Weeks, 20 hrs)

1. Critical Theory
2. Postmodern Condition
3. The Cultural Logic of Late Capitalism

Essential Readings:

● Habermas, Jürgen. (1991). The Structural Transformation of the Public Sphere: An

Inquiry into a Category of Bourgeois Society. (pp.1-56). Burger. Thomas &
Lawrence, Frederick (Trans.). MIT Press: MA.
● Gilles Deleuze, and Félix Guattari,. (2013). A Thousand Plateaus: Capitalism and
Schizophrenia, (pp.1-27). Massumi. Brian., (trans.). Bloomsbury Academic. London.
● Foucault, Michael. (1991). Discipline and Punish: The Birth of the Prison. (pp.195-
228).
Sheridan. Alan (trans.). Penguin Books.
● Jean-François Lyotard. (1984). The Postmodern Condition: A Report on
Knowledge. (Geoff Bennington and Brian Massumi, trans.). (pp. 18–37, 53–60, 71–
82).University of Minnesota Press.
● Jameson, Frederic. (1991). Postmodernism, or, the Cultural Logic of Late Capitalism.
(pp. 1–54). Duke University Press.
● Bhabha, K. Homi. (2004). The Location of Culture. (pp. 1–27, 121–131, 245–282,
338–367). Routledge Classics. NY.

UNIT IV: Hypermodernism (Hyperculture) (3 Weeks, 12 hrs)

1. Culture and Globalization

2. Communication, Culture, and Technology
3. Popular and Folk Culture

Essential Readings:

50
● Miyoshi, M., & Jameson, F. (1998). Notes on Globalization as a Philosophical Issue.
The Cultures of Globalization. (1 ed.). (pp.54-78). Duke University Press.
[Link]
● Byung-Chul. Han. (2022). Hyperculture: Culture And Globalization. (pp 29-43).
(Steuer, Daniel. trans.) Polity Press. [Link]
ae/Hyperculture%3A+Culture+and+Globalisation-p-9781509546169
● Baudrillard, Jean (1994). The Precession of Simulacra. In Simulacra & Simulation.
(pp. 3-25). University of Michigan Press.
● Sasaki, I., & Baba, S. (2024). Shades of Cultural Marginalization: Cultural Survival
and Autonomy Processes. Organization Theory, 5(1). (pp.1-29).
[Link]
● Storey, John (2009). "Popular Culture as Folk Culture". In Inventing Popular Culture:
From Folklore to Globalization. (pp. 1-15, 63-77). John Wiley & Sons.

Suggested Readings:
● Anderson, P. (1998). The Origins of Postmodernity. Verso.
● Bourdieu, P. (1993) The Field of Cultural Production: Essays on Art and Literature.
Columbia University Press, New York.
● Jameson, Fredric. (2007). The Modernist Papers. Verso.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Key Words: Modernism, Postmodernism, Hyperculture, Hybridity, Capitalism

Philosophy of Humour
DSE 20

51
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE
Course title Credits Credit distribution of the Eligibility Pre-requisite
& course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
4 3 1 Graduation NA
Philosophy of
Humour
DSE 20

Course Objectives:

1. Critically examine and compare various classical and contemporary theories of

humour.
2. Analyze the philosophical implications of humour for epistemology, ethics,
aesthetics, and social/political philosophy.
3. Explore and compare Western philosophical perspectives on humour with insights
from Indian and other Asian philosophical traditions.
4. Grasp the nuances of humour's relationship with related concepts like wit, irony,
satire, tragedy and comedy.
5. Analyze humour as a tool for well-being and its limitations.

Course Learning Outcomes:

1. Demonstrate a thorough understanding of major philosophical theories of humour and

their strengths and weaknesses.
2. Articulate the philosophical significance of humour and its connections to other areas
of philosophical inquiry.
3. Compare and contrast Western and Asian philosophical perspectives on humour,
identifying points of convergence and divergence.
4. Clearly differentiate between humour and related concepts, demonstrating an
understanding of their specific characteristics.
5. Use humour as a tool for personal well-being.

Course Structure & Readings

Unit I: Theories of Humour (3 weeks, 12 hours)

1. Humour and the reasons for studying it philosophically

2. Classical Theories: Superiority Theory (Plato, Hobbes), Inferiority Theory (Critiques
and modifications)
3. Psychological and Cognitive Theories: Play Theory (Morreall), Relief Theory (Freud)
4. Logical and Aesthetic Theories: Incongruity Theory (Kant, Schopenhauer)

Essential Readings:

52
● Morreall, John (2009). Comic relief: a comprehensive philosophy of humor. Malden,
MA: Wiley-Blackwell. (Ch. 1 & 2)
● Plato. (1997). Philebus. In J. M. Cooper (Ed.), Plato: Complete works (pp. 277-336).
Hackett Publishing Company.
● Sigmund Freud, (2003). The joke and its relation to the unconscious. Penguin
Classics. New York, NY: Penguin.
● Freud, S. (1960). Jokes and their relation to the unconscious. W. W. Norton &
Company. (Ch. IV. The mechanism of Pleasure and The Psychogenesis of Jokes
pp.206-246)
● Carroll, N. (2014). Humour: A very short introduction (Chapters 1-2). Oxford
University Press.
● Critchley, S. (2002). On humour. (Ch-1). Routledge.

Unit II: The Ethics and Limits of Humour (3 weeks, 12 hours)

1. The moral boundaries of humour

2. Ridicule and offence: When does humour hurt?
3. Satire, stereotypes, and social responsibility
4. Humour as a tool for critique vs. a means of harm

Essential Readings:

● Gaut, B. (2003). Just joking: The ethics and aesthetics of humour. Philosophy and
Phenomenological Research, 67(3), 750–768.
● de Sousa, R. (1987). The rationality of emotion. MIT Press. (Chapter 11, "When Is It
Wrong to Laugh?" pp. 268 to 297.)
● Frankl, V. E. (2006). Man’s search for meaning. Beacon Press. (pp. 62-65)
● Bergson, H. (2007). Laughter: An essay on the meaning of the comic. Cosimo
Classics.
● Hutcheon, L. (1994). Irony’s edge: The theory and politics of irony. Routledge. (Ch.
2)

Unit III: Humour in Indian and Asian Philosophical Traditions (3 weeks, 12 hours)

1. Hasya Rasa in Natyashastra

2. Exploration of Mattavilasa Prahasana and its satirical elements
3. Humour and paradox in Zen and Taoism
4. Humour in Buddhist philosophy

Essential Readings:

● Bharata Muni. (1996). Natyasastra (M. Ghosh, Trans.). Asiatic Society. (Vol. 1,
pp108-112)
● Mahendravarman I. (1981). Mattavilasa Prahasana: The farce of drunken sport (M.
Lockwood & A. V. Bhat, Trans.). Christian Literature Society.
● Garfield, J. L. (2015). Engaging Buddhism: Why it matters to philosophy (Chapter 9,
Paradox, Humor and Irony). Oxford University Press. (pp267-297)

Unit IV: Humour, Meaning, and the Absurd (3 weeks, 12 hours)

1. Humour in existentialist thought (Camus, Kierkegaard)

53
2. Humour as a tool for well-being and philosophical counseling
3. The limits of humour

Essential Readings:

● Camus, A. (1955). The myth of Sisyphus and other essays (J. O'Brien, Trans.). Alfred
A. Knopf.
● Frankl, V. E. (2006). Man’s search for meaning. Beacon Press. (pp. 62-65)
● Amir, L. (2015). The tragic sense of the good life. In Socratic handbook: Methods
and manuals for applied ethics and philosophical practice (pp. 97-128). Vernon
Press.

Suggested Readings:

● Abhinavagupta. (n.d.). Abhinavabhāratī (Excerpts on Hasya Rasa and Aesthetic

Theory). (A key commentary on Nāṭyaśāstra, expanding on the role of humour in
classical Indian dramaturgy.)
● Apte, M. L. (1985). Humor and laughter: An anthropological approach. Cornell
University Press. (A cross-cultural study of humour, including Indian perspectives.)
● Critchley, S. (2001). Very little… almost nothing: Death, philosophy, and literature
(Chapter 3, on humour and death). Routledge. (pp68-102)
● Dasgupta, S. (1922). A history of Indian philosophy. Vol. 1. Cambridge University
Press. (Discusses classical Indian aesthetics and the role of Hasya Rasa within broader
philosophical frameworks. Explores the intersection of humour and visual art, linking
aesthetic theories to laughter)
● Gopalan, P. (n.d.). Laughter in classical Indian thought: Aesthetic, ethical, and
epistemic dimensions. (Examines humour in Indian epistemology, ethics, and
dramatic traditions.)
● Hurley, M. M., Dennett, D. C., & Adams, R. B. (2011). Inside jokes: Using humor to
reverse-engineer the mind. MIT Press. (A cognitive science approach to humour,
exploring its evolutionary and psychological significance.)
● Kant, I. (1987). Critique of judgment (W. S. Pluhar, Trans.; Section 54). Hackett
Publishing Company. (pp 332-335)
● Klein, S. (2007). Art and laughter. I.B. Tauris.
● Nussbaum, M. C. (2001). Upheavals of thought: The intelligence of emotions.
Cambridge University Press. (Explores humour as an emotional and cognitive
phenomenon with ethical implications.)
● Oring, E. (2003). Engaging humor. University of Illinois Press. (Examines different
cultural perspectives on humour, including folklore and everyday interactions.)
● Raskin, V. (1985). Semantic mechanisms of humor. Springer. (A linguistic and
philosophical analysis of humour, focusing on its structure and meaning.)

● Svendsen, L. F. H. (2005). A philosophy of boredom. Reaktion Books. (pp 95-106)

● Van Voorst, R. E. (2007). Zen koans. Paulist Press.

Tutorial Activities (15 Hrs )

The Internal Assessment evaluation will be done on the basis of class tests or presentations
or research papers or a combination of these. A portion of the evaluation may also be allotted

54
to attendance in class, tutorial attendance and participation. The tutorials will be conducted
through two or more of the following activities:

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Indian Theories of Liberation

DSE 21

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE

COURSE
Course title Credits Credit distribution of the Eligibility Pre-requisite
& course criteria of the course
Code Lecture Tutorial Practical/ (if any)
Practice
4 3 1 Graduation NA
Indian Theories
of Liberation
DSE 21

Course Objectives:

1. To introduce students to the concept of bondage and liberation as central themes in

classical Indian philosophical traditions.
2. To examine and compare different metaphysical, epistemological, and ethical
frameworks that define liberation in various schools of Indian thought.
3. To engage students with primary textual sources, fostering direct engagement with
classical philosophical arguments on liberation.
4. To critically analyse the methods and paths to liberation—such as knowledge (jñāna),
devotion (bhakti), ethical action (karma), and yogic discipline (dhyāna)—as
conceptualised in different traditions.
5. To explore the relevance and applicability of these theories in contemporary
discussions on self-transformation, well-being, and spiritual practice.

Course Learning Outcomes:

By the end of this course, students will be able to:

1. Identify and explain the key concepts of bondage (bandha) and liberation (mokṣa)
across different Indian philosophical traditions.

55
2. Analyse and compare the philosophical arguments regarding liberation in materialist
(Cārvāka), dualist (Sāṃkhya-Yoga), realist (Nyāya-Vaiśeṣika), and non-dualist
(Advaita) traditions.
3. Interpret and engage with primary texts, demonstrating an ability to extract and
evaluate classical arguments on liberation.
4. Critically assess the epistemic and ethical means of liberation proposed in different
traditions and their implications for self-transformation.
5. Apply philosophical insights from these traditions to contemporary issues related to
personal well-being, self-knowledge, and ethical living.

Course Structure & Readings

Unit I: Introduction, Cārvāka and Jaina Theories of Liberation (3 weeks, 12 hours)

1. Introduction to concepts - Bondage and Liberation - in Indian Philosophy

2. Cārvāka’s theory of bondage and liberation
3. Jaina's Theory of Bondage and Liberation - Kevala Jñāna in Jainism

Essential Readings:

● Mādhava Vidyāraṇya. (1882). Sarva-Darśana-Saṃgraha (E. B. Cowell & A. E.

Gough, Trans.). (Chapter 1: Lokāyata Darśana, pp 1-8)
● Umāsvāti. (1994). That Which Is: Tattvārtha Sūtra (N. Tatia, Trans.). HarperCollins
Publishers India. (1.4–1.6, pp 2-3 & 9.1–9.12, pp 218–223)
● Kundakunda’s Samayasāra (Chapters 3–4) – The path to self-purification.
● Kundakunda. (1994). Samayasāra (A. Chakravarti, Trans.). Sacred Books of the
Jainas, Vol. VIII. (pp 121-210)

Unit II: Sāṃkhya-Yoga Theories of Bondage and Liberation (3 weeks, 12 hours)

1. Kaivalya - liberation as isolation of Puruṣa from Prakṛti.

Essential Readings:

● Īśvarakṛṣṇa. (1937). The Sāṃkhya Kārikā of Īśvarakṛṣṇa (E. H. Johnston & G. Jha,
Trans.). Royal Asiatic Society of Bengal. (Karikās 1–10, 64–70) – Purusha-Prakriti
distinction and liberation.
● Patañjali. (1978). The Yoga Sūtras of Patañjali: Commentary by Swami
Satchidananda. Integral Yoga Publications. (Vibhūti Pāda 3.50–3.55, Kaivalya Pāda
4.1–4.34) – The attainment of Kaivalya through yogic practice.

Unit III: Nyāya-Vaiśeṣika and Mīmāṃsā Theories of Liberation (3 weeks, 12 hours)

1. Theory of Liberation Apavarga in Nyāya-Vaiśeṣika

Essential Readings:

● Jha, G. (1911/1939). The Nyāya-Sutras of Gautama with Vātsyāyana’s Bhāṣya and

Uddyotakara’s Vārttika. Oriental Book Agency. (1.1.1–1.1.9, pp 1-15 & 4.1.21–
4.1.24, pp 280–285) – The role of pramāṇas in attaining liberation.

56
● Sinha, N. (1911/1923). The Vaiśeṣika Sūtras of Kaṇāda, with the commentary of
Śaṅkara Miśra. The Asiatic Society.

2. Mokṣa in Mīmāṃsā

Essential Readings:
● Jha, G. (1942). The Pūrva-Mīmāṃsā-Sūtras of Jaimini (2 Vols.). Oriental Book
Agency. (1.1.1–1.1.5, pp 1-5 & 6.1.1–6.1.5, pp 245–250) – The relation between
karma and liberation.
● Kumārila Bhaṭṭa. (1978). Ślokavārttika of Śrī Kumārila Bhaṭṭa, with the Commentary
Nyāyaratnākara (S. D. Shastri, Ed.). Tara Publications. Codanā Sūtra on Liberation
through ritual action.

Unit III: Advaita and Viśiṣṭādvaita Concept of Liberation (3 weeks, 12 hours)

Essential Readings:
● Śaṅkara. (1991). Brahmasūtra Bhāṣya (S. Gambhirananda, Trans.). Advaita Ashrama.
(1.1.4–1.1.5, pp 41-45 & 3.2.26–3.2.29, pp 633–640) – Jñāna as the only means to
mokṣa.
● Rāmānuja. (1988). Śrībhāṣya (S. S. Raghavachar, Trans.). Adyar Library and
Research Centre. (1.1.1–1.1.4, pp 5-20) – Bhakti as the path to liberation.

Suggested Readings:

● Bryant, E. (2009). The Yoga Sūtras of Patañjali: A New Edition, Translation, and
Commentary. North Point Press.

● Chakravarthi, R.P. (2013).Divine Self, Human Self: The Philosophy of Being in Two
Gita Commentaries Bloomsbury.

● Chattopadhyaya, D. (1959). Lokayata: A Study in Ancient Indian Materialism.

People’s Publishing House.

● Clooney, F.X. (1990). Thinking Ritually: Rediscovering the Purva Mimamsa of

Jaimini. Motilal Banarsidass.
● Dasgupta, S. (1922). A History of Indian Philosophy. Vols. 1 & 2. Cambridge
University Press.
● Deutsch, E. (1980).Advaita Vedānta: A Philosophical Reconstruction. University of
Hawaii Press.
● Franco, E. (2013). Perception, Knowledge, and Disbelief: Studies in
Cārvāka/Lokāyata Motilal Banarsidass.
● Jaini, P.S. (1979). The Jaina Path of Purification University of California Press.
● Larson, G. & Bhattacharya, R.S. (eds.). (1987). Sāṃkhya: A Dualist Tradition in
Indian Philosophy. Encyclopedia of Indian Philosophies. Vol. 4. Motilal Banarsidass.
● Lipner, J. (1986). The Face of Truth: A Study of Meaning and Metaphysics in the
Vedāntic Theology of Rāmānuja. SUNY Press.
● Perrett, R.W. (2016). An Introduction to Indian Philosophy. Cambridge University
Press.
● Phillips, S. (2012). Epistemology in Classical India: The Knowledge Sources of the
Nyāya School. Routledge.

57
Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

DSE 22

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course Eligibility Pre-
title Credits Credit distribution of criteria requisite of
& the course the course

Code (if any)

Lecture Tutorial Practical

Philosophy of 4 3 1 Graduation NA
Race, Class, &
Caste
DSE 22

Course Objectives:
1. The course aims to introduce students to the social categories of stratification and
structural inequalities existing in society and the philosophical basis surrounding them.
2. Philosophers have long engaged in metaphysical and normative debates concerning
these categories, their analysis, and their meanings.
3. This course will examine the philosophical discussions surrounding these debates.
4. The course explores and examines the intersections of social hierarchies.

58
Course Learning Outcomes
1. Familiarizing students with the central philosophical questions about inequality and
social stratification.
2. Help to theorize about these categories.
3. Discourses of intersectionality of social categories.
4. To demonstrate critical reflection and to develop critical thinking regarding contentious
issues.

UNIT I: Introduction to social constructs and categories (4 Weeks, 12 hrs)

1. Definition of concepts of Social Stratification

2. Inequality and the Social and Economic Systems that generate it
3. Social Construction and Identities

Essential Readings:
• Berreman, G. D. (1972). Race, caste, and other invidious distinctions in social
stratification. Race, 13(4), 385–414. [Link]
• Cox, O. C. (1959). Caste, Class & Race: A Study in Social Dynamics. Monthly
Review Press. (pp 3-19). [Link]
• Zack, N. (2023). Social Construction and Racial Identities. In: Philosophy of Race.
Palgrave Philosophy Today. Palgrave Macmillan, Cham. [Link]
3-031-27374-2_6

UNIT II: Theoretical Understanding of Social Systems of Stratification (6 Weeks, 24

hrs)

1. Mechanisms, Genesis, and Development

2. Making of ‘isms’
3. Principles of Stratification

Essential Readings:

• Ambedkar, B. R. (2015). Castes in India: their mechanism, genesis and development.

(pp 3-22). [Link]
• Dirks, N. B. (1989). The original caste: Power, history and hierarchy in South Asia.
Contributions to Indian Sociology, 23(1), 59–77.
[Link]
• Srinivas, M. N. (1963). Caste in Modern India and other essays. International Affairs,
39(3), 471. [Link]
• Appiah, K. A. (2024). Understanding Racisms. Inquiry, 67(8): 2229-2242.
[Link]
• Du Bois, W. E. B. The Souls of Black Folk: Essays and Sketches. (1903)."Chap. I: Of
Our Spiritual Strivings", at [Link]. [Link]
• Davis, K., & Moore, W. E. (2018). Some principles of stratification. In Routledge
eBooks (pp. 16–19). [Link]
• Smelser, N. J., & Thompson, E. P. (1966). The making of the English working class.
History and Theory, 5(2), 213. [Link]

59
UNIT III: Intersectional Understanding of Social Stratification (5 Weeks, 20 hrs)

1. Intersections of Race and Caste

2. Social Hierarchies in India and the United States

Essential Readings:
• Cox, O. C. (1945). Race and caste: a distinction. American Journal of Sociology, 50(5),
360–368. [Link]
• Berreman, G. D. (1960). Caste in India and the United States. American Journal of
Sociology, 66(2), 120–127. [Link]

UNIT IV: Social Systems and Implications to Social Justice (3 Weeks, 12 hrs)

1. Aspects and Consequences of Social Hierarchies

2. Race and Representation

Essential Readings:

● Wilkerson, I. (2021). Caste: The Origins of Our Discontents. Large print edition. (pp.
89-144). Waterville, ME, Thorndike Press, a part of Gale, a Cengage Company.
● Hooks, B. (2014). Black Looks: Race and Representation (2nd ed.). (pp. 9-20).
Routledge.
[Link]
Representation/hooks/p/book/9781138821552?srsltid=AfmBOoqkp1r9HW_udEmK2
Sx97VGJ2aL4G-BfufX0WJyM4Zg8ibdqpa7Z

Suggested Readings:

● Omvedt, G. (2009). “Iyothee Thass/ The Buddhist Utopia.” Seeking Begumpura: the
social vision of Anticaste intellectuals. (pp.185-204).
[Link]
● Dirks, N. B. (2002). Castes of Mind: Colonialism and the Making of Modern India.
[Link]
● Anderson, K., & Davis, A. Y. (1982). Women, race, and class. Journal of American
History, 69(3), 717. [Link]
● Hooks, Bell (2014). Feminist Theory: From margin to center (3rd ed.). New York:
Routledge. ISBN 978-1-1388-2166-8.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area

60
● Writing short papers on selected topics

Keywords: Caste, Class, Race, Intersectionality, Oppression, stratification, marginalization.

DSE 23
Exploring Bioethics
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title Credits Credit distribution of the Eligibility Pre-requisite

& Code course criteria of the course
Lecture Tutorial Practical/ (if any)
Practice
Exploring 4 3 1 Nil Graduation None
Bioethics
DSE 23

Course Objectives:
1. This course aims to examine some important areas in bioethics. After a brief
introduction to bioethics, some scholarly resources in the areas of euthanasia,
surrogacy, public health, human enhancement and disability will be looked at and
analysed.
2. Students will be encouraged to identify emerging themes and moral frameworks. The
course will familiarize students with theoretical questions, cross-disciplinary issues
and terminology.
3. The impact of religion, culture and gender on bioethical decisions will be touched
upon in select readings. This course will be interspersed with discussions on case
studies to clarify further the moral issues at stake.

Course Learning Outcomes:

1. The students shall be able to identify bioethical challenges and the methodologies
employed by scholars to address these.
2. The study will equip students to critically evaluate scholarly views and to become
familiar with the many issues that are intertwined with and actively influence
bioethical discussions and decisions.
3. Students will be able to draw up and defend their own arguments and will become
more equipped to apply moral reasoning to matters associated with the biosciences.
They will become more aware of some determinants of public policy.

Unit I: Introducing Bioethics (4 weeks, 16 Hours)

61
1. Bioethical principles
2. Feminist Approaches

Essential Readings:

● Beauchamp, Tom L. and DeGrazia. D. (2004). Principles and principalism. Handbook

of bioethics: Taking stock of the field from a philosophical perspective. (Ed) George
Khushf. New York and Boston: Kluwer. 55-74.
● Tong, R. (2004). Feminist approaches to bioethics. Handbook of bioethics: Taking
stock of the field from a philosophical perspective. (Ed) George Khushf. New York
and Boston: Kluwer. 142-159.

Unit II: Beginning and End of Life Matters (4 weeks, 16 Hours)

1. Euthanasia
2. Surrogacy

Essential Readings:

● Wolf, S. M. (2016). Physician-Assisted Suicide and Euthanasia. Applied Ethics: A

Multicultural Reader. (Eds.) Larry May and Jill B. Delston, New York and Oxon:
Routledge. pp. 462-477.
● Khader S. J. (2013). Intersectionality and the ethics of transnational commercial
surrogacy. International Journal of Feminist Approaches to Bioethics, Vol. 6, No. 1.
pp. 68-90.

Unit III: Health (3 weeks, 12 Hours)

1. Public Health
2. Some Indian Issues

Essential Readings:

● Canning, U. P. (2020). Public health ethics: a flawed view of Kant’s argument from
autonomy. Journal of Public Health, 42(4), e477–e481.
[Link]
● Dwivedi, O. P. (2024) COVID-19: Lessons in Ethics for Social Assets. Routledge
companion to Indian ethics: Women, justice, bioethics and ecology. (Eds.)
Purushottama Bilimoria and Amy Rayner. London: Routledge, pp. 54-62.

Unit IV: Matters of Body (4 weeks, 16 Hours)

1. Enhancement
2. Disability

Essential Readings:

62
● Lin, P., & Allhoff, F. (2008). Untangling the debate: The ethics of human
enhancement. NanoEthics, 2, 251-264.
● Kuczewski, M. G. (2001). Disability: An agenda for bioethics. American Journal of
Bioethics, 1(3), 36-44.

Further Readings:

● Kuhse, H. and P. Singer. (1998) What is Bioethics? A Historical Introduction. A

Companion to Bioethics. eds. Helga Kuhse and Peter Singer, Blackwell, Oxford,1998,
3-11.
● Campbell, Alastair V. (2013). Bioethics: The Basics. Routledge, London and New
York.
● Rachels, J. (1986) Active and Passive Euthanasia. Applied Ethics, ed. Peter Singer,
OUP, 29-35
● Wadekar, Neha. (2011) Wombs for rent: a bioethical analysis of commercial
surrogacy in India. Tuftscope Journal (2011): S11.
● De Castro, L. (1998). Ethical Issues in Human Experimentation. A Companion to
Bioethics, eds. Helga Kuhse and Peter Singer, Blackwell, Oxford, 379-389.
● Childress, J. F., Et al. (2002). Public Health Ethics: Mapping the Terrain. The Journal
of Law, Medicine & Ethics, Vol. 30, Issue 2: 170–178
● Buchanan, Allen E. (2011). Beyond humanity? The ethics of biomedical
enhancement. Oxford: Oxford University Press.
● Koch, Tom. (2004) The difference that difference makes: bioethics and the challenge
of “disability”." The Journal of medicine and philosophy 29.6: 697-716.
● Scully, Jackie Leach. (2008) Disability Bioethics: Moral bodies, Moral difference,
Lanham, Md.: Rowman & Littlefield Publishers, Inc.
● Mukherjee, D., Tarsney, P. S., & Kirschner, K. L. (2022). If not now, then when?
Taking disability seriously in bioethics. Hastings Center Report, 52(3), 37-48.
● Churchill, Larry R., Nancy M. P. King, and Gail E. Henderson. (2020). The Future of
Bioethics: It Shouldn't Take a Pandemic, Hastings Center Report 50, No. 3: 54– 56.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords: ethics, bioethics, justice, duties, public health, informed consent, human
experimentation, human enhancement, animal experimentation, surrogacy, feminism, health
care, COVID 19, gender, euthanasia, disability

63
MA-2 Year Programme: Semester II
General Elective
GE 3
The Philosophy of Vedic Women

64
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title & Code Credits Credit distribution of the Eligibility Pre-
course criteria requisites of
the course
Lecture Tutorial Practical/
(if any)
Practice

THE PHILOSOPHY 4 3 1 Nil Graduation None

OF VEDIC
WOMEN

GE-3

Course Objectives:
1. Examine the central concepts of representation, explanation, and understanding in
Vedic women and their philosophies with their historical development and theoretical
significance.
2. Course is intended to investigate the role and representation of Women as a
foundation in vedic philosophises.
3. To see and analyse recent developments in the study of representation, exploring how
they challenge the Vedic culture, women stood as a decisive force in spirituality and
the foundation of moral development with the traditional perspectives.

Learning Outcomes:

1. To study the classical positions of Vedic women.

2. To analyse the problems associated with rishikas-(s), or Brahmavadini-(s) and Vedic
scholars.
4. To elucidate, how does the first book of the Rig-Veda was revealed by a Vedic
woman
5. To explore philosophical accounts of Rishikas-(s), or Brahmavadini-(s) and their
schools.

Course Structure & Readings:

This course is divided into four units, each exploring different philosophical texts and key
concepts.
Unit I: Introduction to Vedic Rishikas-(s), or Brahmavadini-(s) and their Philosophies
(3 Weeks, 12 Hours)
1. Philosophies of Vedic Women through the Rig Veda
2. Sukta-(s) of Vedic Women in Yajurveda

Essential Readings:
● Tulsiram, Acharya (2013) The Rig-Veda, Book 1, Vol. 1-4. Vijaykumar Govindram
Hansanand. (hymn 126, 179)
● Tulsiram, Acharya (2013) Yajurveda. Vijaykumar Govindram Hansanand. (Hymn
5.17; 3.44-45).

65
● Satavalekar, Sripada Damodara. (1985). Rigved ka Subodh Bhashya, Volume 2.
Svadhyaya Mandali Rig Veda (Mandala 5 Sukta 28)
● Gambhirananda, Swami (1937) Eight Upanishads Vol.2- Brihadaranyaka Upanishad
(4.5.1) Advaita Ashram
● Asvalayana Grihya Sutra III 4.4 (Original)

Unit II: Position of Women in Vedic Rituals and Their Rights in Dharmashastras
(3 Weeks, 12 Hours)
1. Women in Vedic Rituals
2. Women's Rights in Dharmashastras

Essential Readings:
● Altekar, A. S. (1938) The Position of Women in Hindu Civilization. From Prehistoric
Times to the Present Day. The Culture Publication House, BHU. (Pages 238-250)
● Chaudhari, J. B. (1945). Position of women in Vedic ritual.
● Mookerji. Radha Kumud, (1947) Ancient Indian Education (Brahminical and
Buddhist) MacMillan And Co., Ltd. (Page 51)
● Kane, P. V. (Third edition, Reprint 1990 & 2006). History of Dharmashastra, Vol. I,
Part-1 BORI (p.501-520)
● Mitakshara, Vijneshwara (Comm.) & Jha, Shashinath (Edit.) (First edition, 2002).
Yajnavalkya Smriti. Bharatiya Vidya Prakashan. (Chapters 3 & 6)
● Dinkar, G. B. (1854). Sankshipta Yajnavalkya Smriti. (Chapters 3 & 6)

Unit III: Philosophical Debates of Rishikas(s), or Brahmavadini(s)

(3 Weeks, 12 Hours)
1. Suktas of Rishikas-(s)
2. Suktas of Brahmavadini-(s)

Essential Readings:
● Devalkar, V.M. & Deussen, Paul, (1980). Sixty Upanishads of the Veda, Vol. 1
Motilal Banarsidass (Maitreyi & Yajnavalkya, Brhd. Upan. 2.4 and 4.5)
● Devalkar, V.M. & Deussen, Paul, (1980). Sixty Upanishads of the Veda, Vol. 1
Motilal Banarsidass (Gargi & Yajnavalkya, Brhd. Upan. 3.6.1, 3.8.3, 3.8.8)
● Charles Johnston, (1920-1931) (Reprinted 2014). The Mukhya Upanishads: Books of
Hidden Wisdom. Kshetra Books (Kena Upanishad, Uma & Indra, Chapters 3 & 4)
● Bhattacharya, Vivek Ranjan (1982). Famous Indian Sages, Their Immortal Messages.
Sagar Publications. (p. 115) (Bharati & Shankaracharya Debate)
● Mādhava (1865). Śaṅkaradigvijaya: prasiddha Mādhavī Śaṅkara digvijaya (in
Hindi). Muṃśī Navalakiśora. (Bharati & Shankaracharya Debate)

Unit IV: Rishikas-(s), or Brahmavadini-(s) in Medieval Era (3 Weeks, 12 Hours)

1. Hymns of Lalla, Meera Bai, Janabai and Kanhopatra

2. Songs and Philosophy of Andal, Akka Mahadevi

Essential Readings:
● Tiruppavai Andal Sublime Poetry of Mysticism Rajagopalan,Vankeepuram.
● Chaitanya, Vinaya (2017). Songs for Siva: Vacanas of Akka Mahadevi
● Hoskote, Ranjit (2013). I, Lalla: The Poems of Lal Ded. Penguin Classics.
● Usha Nilsson (1997). Mira bai. Sahitya Akademi. (p.1-15)

66
● Sellergren, Sarah (1996). Janabai and Kanhopatra: A Study of Two Women Sants. In
Feldhaus, Anne (ed.). Images of Women in Maharashtrian Literature and Religion.
SUNY Press. (p. 213–138).

● Atharva Veda Wikisource, Hymns 11.5 (7).1 - 11.5 (7).26;

● Tiruppavai Andal & Nachiyar Tirumoli Sundaram, P.S.
● Sunya Sampadane Bhoosnurmath S.S. Armando Menzes L.M. Part 4, p.261-267
● Chaudhari, J. B. (1945). Position of women in Vedic ritual.
● Government of India (1929). Indian Women: Marriage and social status. Calcutta.
● Chakrapani, C. & Vijaya Kumar, C. (ed.) Changing status and role of women in
Indian society.
● Maharani of Baroda and Mitra, S. M. (1911). The position of women in Indian life.
London.
● Chabria, Priya Sarukkai & Ravi Shankar (Trans. 2016) Andal: The autobiography of
a Goddess.
● Hoskote, Ranjit (2013). I, Lalla: The Poems of Lal Ded. Penguin Classics.
● Rao, Mukunda (2018). Sky-clad: The extraordinary life and times of Akka Mahadevi
● Lalla, The ascent of self the mystical poetry of Lal Ded, MLBD.
● Akka Mahadevi in Encyclopedia of India (2006).
● Thomas, P. (1939).Women and marriage in India
● Panchapakesa Ayyar, A. S. (1929). Sense in Sex and Other Stories of Indian Women.
Bombay.
● Gandhi, Mahatma (1941). To the women. Allahabad: LJ press.
● Maharanee, Sunity Devee (1919). Nine ideal Indian women. Calcutta.
● Macnicol, Margaret (1923). Poems by Indian women. London.
● Verma, H. N. Eminent Indian women. New Delhi.
● Sopori, B. N. Voice of Experiences Lal Vaakh Part-2 Kashmir Series.
● Denton, Lynn Teskey (2012-02-01). Female Ascetics in Hinduism. State University of
New York Press.
● Stephen N Hay and William Theodore De Bary (1988), Sources of Indian Tradition,
Motilal Banarsidass (p. 18-19)
● PV Kane, History of Dharmasastra Volume 2.1, 1st Edition, pages 290-295
● Ram Chandra Prasad (1997), The Upanayana: The Hindu Ceremonies of the Sacred
Thread, Motilal Banarsidass. (p. 119-131)
● Parimoo, B.N. (1987). Lalleswari NBT.
● Kher, B. G. (1979). Mahārāshṭra Women saints. In Swami Ghanananda, John
Stewart-Wallace (ed.). Women Saints of East and West. Hollywood: Vedanta Press.
(p. 62)

Tutorial Activities (15 Hrs )

67
● Group discussion on specific issues
● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords: Rishikas, Brahmavadini, Hymns, Shaiva Siddhanta, Female Mantra-Drashtas,

Dharmashastras

GE 4: Ethics in Practice
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title Credit Credit distribution of the Eligibility Pre-requisite of

& s course criteria the course

Code (if any)

Lecture Tutorial Practical/

Practice

Ethics in 4 3 1 Graduation NA
Practice
GE 4

Course Objectives:

1. This course will examine ethical issues that arise within three contexts – namely,
dietary, humanitarian, and medical. Specific issues will be emphasized in each
context.
2. By their very nature these issues (vegetarianism, hunger, and euthanasia) highlight
moral complications that at first appear unsurmountable. The difficulty of making
choices thus and the presence of moral dilemmas within all three will be brought out.
3. Further, the positions and views argued for by some of the readings will be assessed
and the arguments employed by them to justify these views will be analysed critically.
4. The presence of these issues within Indian thought and practice will also be studied
and the unique contributions these can make to existent arguments will be identified.

Course Learning Outcomes:

1. Students will be able to identify significant moral issues and will become aware of the
complications that can arise in the application of ethics to life situations.

68
2. They will be able to understand and analyse theories and arguments used to establish
and justify a view or position.
3. Students will be able to develop, elucidate, and defend their own understanding of
various ethical issues.

Unit I: Introduction to Ethics and Moral Dilemmas (2 weeks, 8 hours)

1) The nature of ethics

2) Moral dilemmas

Essential/ Recommended Readings

● Pojman, Louis P. and James Fieser. (2012). Ethics: discovering right and wrong.
Wadsworth Cengage Learning. Pp. 1-13.
● Øyvind Kvalnes, Øyvind, & Kvalnes, Øyvind. (2019). Moral dilemmas. Moral
reasoning at work: Rethinking ethics in organizations. pp 11-19.

Unit II: Vegetarianism (5 weeks, 20 hours)

1) Dilemmas and debates in ethical vegetarianism

2) Gandhian approach to diet

Essential/ Recommended Readings

● Deckers, Jan. (2009). Vegetarianism, sentimental or ethical?. Journal of agricultural

and environmental ethics, 22, 573-597.
● Ursin, Lars. (2016) "The ethics of the meat paradox." Environmental Ethics 38.2:
131-144.
● Gandhi, Mohandas. (1999) Diet and Morality. In Ethical Vegetarianism: From
Pythagoras to Peter Singer. (Eds) Kelly S. Walters and Liza Portmess. State
University of New York Press. Pp. 139-144.

Unit III: Hunger and Responsibility (5 weeks, 20 Hours)

1) Hunger and poverty

2) Indic approaches to gifting

Essential/ Recommended Readings

● Singer, Peter. (1972) Famine, affluence, and morality. Philosophy & Public Affairs 1,
no. 3: 229–43. [Link]
● Rachels, James. (1979) Killing and starving to death. Philosophy 54, no. 208: 159–71.
[Link]
● Eck, Diana L. (2013) The religious gift: Hindu, Buddhist, and Jain perspectives on
Dana." social research 80.2: 359-379.

Unit IV: Euthanasia (3 weeks, 12 hours)

1) Meaning of euthanasia

69
2) The euthanasia debate in India

Essential/ Recommended Readings

● Foot, Philippa. “Euthanasia.” Philosophy & Public Affairs, vol. 6, no. 2, 1977, pp. 85–
112. JSTOR, [Link] Accessed 23 May 2025.
● Boopathi, P. (2024). Dying with dignity: religious, legal and ethical implications of
the euthanasia debate in India. In The Circle of Life Rombach Wissenschaft. pp. 191-
214.

Suggestive Readings

● LaFollette, Hugh. (2020) (ed.) Ethics in practice: an anthology. Wiley Blackwell. pp

3-10.
● Singer, Peter. (2011) Practical ethics. Cambridge University Press.
● Tooley, Michael. (2014) In defense of voluntary active euthanasia and assisted
suicide. In Contemporary debates in applied ethics. (eds.) Andrew I. Cohen and
Christopher Heath Wellman, John Wiley & Sons. pp. 161-178
● Callahan, Daniel. (2014). A case against euthanasia. In Contemporary debates in
applied ethics. (eds.) Andrew I. Cohen and Christopher Heath Wellman, John Wiley
& Sons. pp. 179-190.
● Dower, Nigel. (2012) "Global hunger: Moral dilemmas." In Food ethics. (Ed.) Ben
Mepham. Routledge. pp. 1-17.
● Wenar, Leif. (2003). What we owe to distant others. Politics, philosophy &
economics, 2(3), 283-304.
● Regis Jr, E. (1981). Rachels on Killing and Starving to Death. Pacific Philosophical
Quarterly, 62(4), 416-418.
● Walters, Kelly S., and Liza Portmess. (1999) (eds) Ethical Vegetarianism: From
Pythagoras to Peter Singer. State University of New York Press.
● Shafer-Landau, Russ. (1994). Vegetarianism, causation and ethical theory. Public
Affairs Quarterly, 8(1), 85-100.
● Singer, Peter. (1980). Utilitarianism and vegetarianism. Philosophy & Public Affairs,
325-337.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords:

70
dana, dilemmas, duty, ethics, euthanasia, famine, Gandhi, hunger, Indic traditions, meat,
morality, poverty, responsibility, vegetarianism

GE 5

Introduction to Asian Philosophies: Chinese, Japanese and Korean

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE
Course title Eligibility Pre-
& Credits Credit distribution of criteria requisite of
the course the course
Code
(if any)
Lecture Tutorial Practical

Introduction to Asian 4 3 1 Graduation NA

Philosophies:
Chinese, Japanese
and Korean

GE 5

Course Objectives

By the end of this course, students will:

1. Understand key concepts, texts, and figures in Chinese, Japanese, and Korean
philosophical traditions.
2. Analyze and compare philosophical ideas across these traditions.
3. Apply Asian philosophical perspectives to contemporary ethical and existential
questions.
4. Develop critical thinking and interpretative skills through close reading and
discussion.

Course Learning Outcomes:

1. Students will be able to define and explain key philosophical concepts from Chinese,
Japanese, and Korean traditions.
2. Students will be able to describe the key contributions and philosophical perspectives
of influential figures in Chinese, Japanese, and Korean traditions.

71
3. Students will be able to critically evaluate the strengths and weaknesses of different
philosophical arguments within these traditions.
4. Students will be able to apply Asian philosophical principles to contemporary ethical
dilemmas, analyze contemporary existential questions and reflect on the relevance of
Asian philosophical ideas to their own lives and experiences.
5. Students will be able to analyze primary source texts, identifying key arguments,
assumptions, and implications.

Course Structure

This course is divided into four units, each exploring different philosophical traditions and
key concepts.

Introduction to Philosophies of East Asia

Osto, D. E. (2017). East Asian philosophy: A brief introduction. CreateSpace Independent

Publishing Platform. (pp 1-6).

Unit I: Chinese Philosophy (3 weeks, 12 hours)

1. Confucianism: The Analects – Ethics, Li, and Ren

2. Daoism: Dao De Jing – Naturalism, Wu Wei
3. Neo-Confucianism: Zhu Xi and Wang Yangming

Essential Readings:
● Confucius., & Waley, A. (1938). The Analects of Confucius. London, G. Allen &
Unwin. (Book 3, Ch 12; Book 4, Chs 2 & 30; Book 12, Ch 1; Book 15, Ch 24)
● Laozi., & Mitchell, S. (2009). Tao te ching. London, Frances Lincoln Limited. (Wu
Wei - Ch 2,3 & 37; Naturalism Ch 25 & 39)
● Chan, W.-T. (1963). A source book in Chinese philosophy. Princeton University
Press. (Zhu Xi pp. 588–616 and Wang Yangming pp. 659–677).

Unit II: Japanese Philosophy (3 weeks, 12 hours)

1. Zen Buddhism: Koans and Enlightenment

2. Shintoism: Concept of Kami and Harmony
3. Bushido and Ethics: Samurai Code and Morality/
4. Kyoto school

Essential Readings:
● Inazō, N. (2005). Bushido: The soul of Japan. Tuttle Publishing. (Rectitude or Justice
pp 17–24; Courage, the Spirit of Daring and Bearing pp 25–32; Benevolence, the
Feeling of Distress pp 33–40)
● Kasulis, T. P. (2017). Engaging Japanese philosophy: A short history. University of
Hawai'i Press. (Kami 25-40; Harmony 40-45)
● Suzuki, D. T. (1996). An introduction to Zen Buddhism. Grove Press. (Koans pp 85-
95; Satori pp 97-110)

Unit III: Korean Philosophy (3 weeks, 12 hours)

72
1. Confucian Influence in Korea: Yi Hwang and Yi I
2. Buddhism in Korea: Seon (Korean Zen) Tradition
3. Modern Korean Thought: Contemporary Debates

Essential Readings:
● Baker, D. L. (2008). Korean spirituality. University of Hawai'i Press. (Ch 3, 65–80 &
Ch 6, pp 125–140)
● Kim, Y. (2016). A history of Korean philosophy. Cambridge University Press. (Yi
Hwand - Ch 5, pp 210–225; Yi I Ch 5, pp 226–240 & Ch 7, pp310–330)
● Park, J. Y. (2010). Makers of modern Korean Buddhism. State University of New
York Press. (Ch 2, pp 45–60)

Unit IV: Comparative Themes and Applications (3 weeks, 12 hours)

1. Philosophy and Society: Ethics, Politics, and Rituals

2. Influence on Contemporary Thought: Mindfulness and Well-being
3. Philosophical Dialogues: East-West Comparisons

Essential Readings:
● Ames, R. T. (2011). Confucian role ethics: A vocabulary. University of Hawai'i Press.
(Ch 3, pp 85–120; Ch 4, pp 121-160)
● Carter, R. E. (2008). The Japanese arts and self-cultivation. State University of New
York Press. (Ch 1, pp 1–20; Ch 6, pp 105–120)
● Hall, D. L., & Ames, R. T. (1987). Thinking through Confucius. State University of
New York Press. (Ch 5, pp 185–220; Ch 6, pp 221–260) & (Ch 7, pp 261–300; Ch 8,
pp 301–340)

Further Readings:
● Chinese Philosophy: Confucius, The Analects (translated by Arthur Waley)
● Confucius., & Waley, A. (1938). The Analects of Confucius. London, G. Allen &
Unwin.
● Van Norden, B. W. (2011). Introduction to classical Chinese philosophy. Hackett
Publishing Company.
● Daoism: Laozi, Dao De Jing (translated by Stephen Mitchell)
● Laozi., & Mitchell, S. (2009). Tao te ching. London, Frances Lincoln Limited.
● Japanese Philosophy: D.T. Suzuki, An Introduction to Zen Buddhism
● Suzuki, Daisetz Teitaro (1991). An Introduction to Zen Buddhism (reissue ed.). Grove
Press.
● Korean Philosophy: Youngmin Kim. (2016). A History of Korean Philosophy: From
Antiquity to the Nineteenth Century.
● Gowans, Christopher W. (2021). Self-Cultivation Philosophies in Ancient India,
Greece, and China. New York, Oxford Academic.

Tutorial Activities (15 Hrs )

73
● Group discussion on specific issues
● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

GENERAL ELECTIVE - (GE-6)

Explanation and Representation in Cognitive Science

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE

Course title & Credits Credit distribution of the course Eligibility Pre-requisite
Code Lecture Tutorial Practical/ criteria of the course
Practice (if any)
Explanation 4 3 1 Nil Graduation None
and
Representatio
n in Cognitive
Science
GE-6

Course Objectives
1. Examine the central concepts of representation, explanation, and understanding in
cognitive science, tracing their historical development and theoretical significance.
2. Investigate the role of representation as a foundational concept in cognitive science,
focusing on its explanatory value and the debates surrounding its precision,
reducibility, and eliminability.
3. Situate contemporary debates on representation within broader frameworks of
explanation and understanding in cognitive science.
4. Analyse recent developments in the study of representation, exploring how they
challenge or refine traditional perspectives.
5. Engage with new theoretical frameworks emerging from interdisciplinary approaches
that connect philosophy, psychology, and cognitive science in their exploration of
these concepts.

Course Learning Outcomes

Upon successful completion of this course, students should be able to,

74
1. Define and explain the concepts of representation and explanation in cognitive science,
with a clear understanding of their historical roots and theoretical foundations.
2. Critically analyse contemporary debates on representation, evaluating modern
arguments for and against its role in cognitive science and recognising their
complexities and nuances.
3. Engage in interdisciplinary dialogue, integrating insights from philosophy,
psychology, and cognitive science to inform contemporary debates on representation.
4. Apply advanced cognitive science frameworks, particularly those that question or
offer alternatives to traditional views of representation.
5. Develop and articulate well-reasoned arguments on the nature and utility of
representation in cognitive science, drawing on evidence from course materials and
independent research.

Unit 1: Explanation and Understanding (5 Weeks, 20 Hours)

Explanation: Nature and Logic, Case Studies from Psychology, Philosophy and Statistics of
Explanation, Causal Explanation, Mismeasure, Demarcation, Understanding, Explanation in Science
and Biology, and Computational Explanation.

Essential Readings:

● Bridgman, P. W. (1927, Chapters One & Two). The Logic of Modern Physics. Macmillan.
● Craik, K. J. W. (1943). The Nature of Explanation. Cambridge University Press.
● Hempel, C. G., & Oppenheim, P. (1948). Studies in the Logic of Explanation. Philosophy of
Science, 15(2), 135–175. doi:10.1086/286983
● Miller, G. A. (1962, Chapters 3, 4, 7-10, 19, 20). Psychology: The Science of Mental
Life. Harper & Row.
● Gould, S. J. (1996, Introduction). The Mismeasure of Man. Rev. and expanded. Norton.
● Kitcher, P. (1985). Two Approaches to Explanation. The Journal of Philosophy, 82(11), 632–
639. [Link]
● Woodward, J. (2003). Making Things Happen: A Theory of Causal Explanation, Oxford
University Press. [Chapter 1: Introduction and Preview] Or Woodward, J. (1979). Scientific
Explanation. The British Journal for the Philosophy of Science, 30(1), 41–67. Retrieved from,
[Link]
● Keil, F. C. (2006). Explanation and Understanding. Annual Review of Psychology, 57(1), 227–
254. doi:10.1146/[Link].57.102904.190100 Or
● Lombrozo, T. (2006). The structure and function of explanations. Trends Cogn Sci. 2006
Oct;10(10):464-70. doi: 10.1016/[Link].2006.08.004
● Levy, A. (2025, Forthcoming, Chapters, 3, 7, & 9 ). Explanation and Understanding. New
York, NY: Routledge.
● Ross, L. N. (2025, Chapters, 1, 2, & 3). Explanation in Biology. Cambridge University Press.
● Richmond, A. (2025). How computation explains. Mind and Language 40 (1):2-20.
[Link]
● Bárdos, D., & Tuboly, A. T. (2025, Introduction & Chapter Six). Science, Pseudoscience, and
the Demarcation Problem. Cambridge: Cambridge University Press.

Unit 2: Representation (2 Weeks, 8 Hours)

Mental States, Psychological Explanation, Propositional Attitudes and Explanation, Mental
Representation, Assumptions and Methods.

75
Essential Readings:
● Hebb, D.O. (1958, Chapters One & Two). Textbook of Psychology. Saunders.
● Miller, G. A. (1969, Chapter One). The Psychology of Communication: Seven Essays. Penguin
Books.
● Fodor, J. A. (1978). Propositional Attitudes, The Monist, Volume 61, Issue 4, 1 October 1978,
Pages 501–524, [Link]
● Field, H. H. (1978). Mental Representation. Erkenntnis (1975-), 13(1), 9–61. Retrieved
from, [Link] Or Fodor, J. A. (1990). “Information and
representation.” In Information, Language and Cognition, (Ed). Philip Hanson. Vancouver:
University of British Columbia Press.
● Sober, E. (1976). Mental Representations. Synthese, 33(1), 101–148. Retrieved from,
[Link] Or
● Stich, S. (1992). What Is a Theory of Mental Representation? Mind, 101(402), 243–261.
Retrieved from, [Link]
● Coltheart, M. (2001). Assumptions and methods in cognitive neuropsychology. In B. Rapp
(ed.), The Handbook of Cognitive Neuropsychology: What Deficits Reveal About the Human
Mind, pp 3-21. Hove: Psychology Press.

Unit 3: Representational Retakes (3 Weeks, 12 Hours)

Neural Representation, Internal Models, Eliminativism, and Deflationism

Essential Readings:
● Poldrack, R. A. (2021). The physics of representation. Synthese 199, 1307–1325.
● doi:10.1007/s11229-020-02793-y
● Ben Baker, Benjamin Lansdell, Konrad P. Kording, (2022). Three aspects of representation
in neuroscience, Trends in Cognitive Sciences,Volume 26, Issue 11, Pages 942-958,
● [Link]
Cao, R., & Warren, J. (2023). Mental representation, “standing-in-for”, and internal models.
Philosophical Psychology, 38(2), 379–396. [Link]
● Favela, L. H., & Machery, E. (2023). Investigating the concept of representation in the neural
and psychological sciences. Front. Psychol. 14:1165622. doi: 10.3389/fpsyg.2023.1165622 or
Favela, L. H., & Machery, E. (2025). The concept of representation in the brain sciences: The
current status and ways forward. Mind & Language, 1–11. [Link]
● Richmond, A. (2025). What is a theory of neural representation for?. Synthese, 205, 14 (2025).
[Link]

Unit 4: Vehicle, Format, and Content (5 Weeks, 20 Hours)

Cognitive Maps, Vehicle, Format and Content of Representations, Deflating MRs, and Neural,
Hippocampal Representation.

Essential Readings:
● Tolman, E. C. (1948). Cognitive maps in rats and men. The Psychological Review, 55(4), 189–
208.
● Cummins, R. (1996, Chapters One & Two). Representations, Targets, and Attitudes, MIT
Press.
● Egan, F. (2025, Forthcoming, Chapters One & Three). Deflating Mental Representation, MIT
Press.
● Sun, W., Winnubst, J., Natrajan, M. et al. (2025). Learning produces an orthogonalized
state machine in the hippocampus. Nature, [Link] And
● Sun, W. (2025. February 12). Learning Produces an Orthogonalized State Machine in the
Hippocampus, [Video] [Link]

Further Readings
● Hebb, D.O. (1949). The Organization of Behavior: A Neuropsychological Theory. Wiley.

76
● Richmond, A. (2022) Methods in Mind: Explanation in Cognitive Science (Unpublished PhD
thesis) Columbia University.
● Keil, F. C., & Wilson, R. A. (Eds.) (2000). Explanation and Cognition. MIT Press.
● Cummins, R. (1983). The Nature of Psychological Explanation. MIT Press.
● Fodor, J. A. (1981). Representations: Philosophical Essays on the Foundations of Cognitive
Science. Brighton, Sussex: The Harvester Press.
● Fodor, J. A. (1985). Fodor's guide to mental representation: The intelligent Auntie's Vade
Mecum. Mind 94, (373), 76-100. Retrieved from, [Link]
● Bechtel, W. P., Mandik, P., Mundale, J., & Stufflebeam, R. S. (Eds.) (2001). Philosophy and
the Neurosciences: A Reader. Malden, Mass.: Blackwell.
● Clapin, H. (Ed.) (2002). Philosophy of Mental Representation. Oxford University Press UK.
● Frankish, K. & Ramsey, W. (Eds.) (2012). The Cambridge Handbook of Cognitive Science.
Cambridge: Cambridge University Press.
● Coelho Mollo, D., & Vernazzani, A. (2024). The Formats of Cognitive Representation: A
Computational Account. Philosophy of Science, 91(3), 682–701. doi:10.1017/psa.2023.123
● Richmond, A. (2023). Commentary: Investigating the concept of representation in the neural
and psychological sciences. Frontiers in Psychology, 14.
● Ramsey, W. M. (2007). Representation Reconsidered. New York, NY: Cambridge University
Press.
● Ramsey, W. (2021). Defending Representation Realism. In J. Smortchkove, K. Dolega, & T.
Schlicht (Eds.), What are mental representations? (pp. 55–78). Oxford University Press
● Lombrozo, T., & Carey, S. (2006). Functional explanation and the function of
explanation. Cognition, 99(2), 167–204.
● Chirimuuta, M. (2018). Explanation in computational neuroscience: Causal and non-
causal. British Journal for the Philosophy of Science, 69, 849–880.
● Chirimuuta, M. (2024). The Brain Abstracted: Simplification in the History and Philosophy of
Neuroscience. Cambridge, Massachusetts: The MIT Press.
● Tiehen, J. (2022). Metaphysics of the Bayesian mind. Mind & Language, 38 (2):336-354.
● Shea, N. (2018). Representation in Cognitive Science. Oxford, UK: Oxford University Press.
● Adger, D. (2022). What are linguistic representations? Mind & Language, 37 (2):248-260.
[Link]
● George, D. (2022, May 31). Space is a sequence: Understanding place cell remapping via
latent sequences. [Link]
Messeri, L., & Crockett, M.J. (2024). Artificial intelligence and illusions of understanding in
scientific research. Nature, 627, 49–58 (2024). [Link]
● Rajkumar, V.R. et al. (2024). Space is a latent sequence: A theory of the hippocampus.
Science. Adv.10,eadm8470(2024).DOI:10.1126/sciadv.adm8470
● Cédric B., Jan P. K., & Thomas, P. (2025). How Do Computational Models in the Cognitive
and Brain Sciences Explain? European Journal of
Neuroscience, [Link]
● [Link]
brain-builds-mental-maps-of-the-world

Tutorial Activities (15 Hrs )

Tutorials are designed to encourage advanced inquiry, independent thinking, interdisciplinary

77
Weekly Reports: Brief summaries of weekly class discussions to reinforce understanding and
reflection.
Peer-Share: Student-led discussions on key philosophical and cognitive science topics,
emphasising clarity, argument analysis, and respectful debate.
Assignment Papers: Short argumentative essays with peer review, aimed at honing
philosophical writing and reasoning.
Research Projects: Independent or group projects combining philosophy with empirical
research (psychology, neuroscience, AI, & linguistics,), encouraging original theses.
Class Presentations: Expository and critical presentations on major texts or current issues,
followed by Q&A.
Conceptual Mapping & Thought Experiments: Visual or written exercises exploring key ideas
and hypothetical scenarios.
Literature Reviews: Thematic overviews and annotated bibliographies synthesising
interdisciplinary scholarship. These activities develop skills in analysis, interdisciplinary
synthesis, and original thought.
Keywords: Explanation, Representation, Cognitive Map, Intelligibility, Understanding,
Vehicle, Content, Propositional Attitude.

GE 7
EXPLORING PHILOSOPHY THROUGH FILMS
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE COURSE
Course title & Eligibilit Pre-
Credit Credit distribution of y criteria requisit
Code s the course e of the
course

Lectur Tutoria Practica (if any)

e l l

Exploring Philosophy
Through Films 4 3 1 Graduation NA
GE 7

Course Objectives:
1. To introduce students to fundamental nature of philosophical inquiry through cinema
2. To examine how cinematic narratives can serve as thought experiments to explore
philosophical questions related to knowledge, truth, mind, bodies, persons, morality,
religion and the meaning of life.

78
3. To enhance students’ appreciation for cinematic art as a distinct intellectual tool
capable of philosophical inquiry.
4. To cultivate a critical and analytical approach to identify, interpret and evaluate
philosophical concepts presented and developed within cinema.
5. To enable students to consider the different ways in which cinematic art can represent
and embody philosophical questions, ideas and positions.

Course Learning Outcomes:

1. Enables students to think critically about film.

2. Aims at giving students an understanding of the relationship between film and
philosophy
3. Facilitates application of a gamut of philosophical issues and perspectives to film
4. Makes students aware of different facets of watching film as philosophy.

Unit I: Introduction (3 weeks, 12 hours)

1. Difference between ‘Philosophy of Film’ and ‘Philosophy through Film’

2. Viability of use films as a medium to do philosophy

Essential Reading

● McClelland, T. (2011). The Philosophy of Film and Film as Philosophy. Cinema:

Journal of Philosophy and the Moving Image 2, 11-35

● Neiva, D. (2019). Are There Definite Objections to Film as Philosophy?:

Metaphilosophical Considerations. In Philosophy and Film (pp. 116-134). Routledge.

Unit II: Skepticism, Truth and Relativism (3 weeks, 12 hours)

1. Scepticism ( Reality and Appearance) – The Matrix, Inception, Aankhon dekhi

2. Truth, Relativism – Hilary and Jackie, Rashomon

Essential Readings

● Litch, M., & Karofsky, A. (2015). Skepticism The Matrix Inception. In

Philosophy through Film (pp. 34-64). Routledge.
● Litch, M., & Karofsky, A. (2015). Truth Hilary and Jackie In Philosophy
through Film (pp. 9-33). Routledge.

Unit III: Problem of Evil, Free Will, Determinism and Moral Responsibility
(3 weeks, 12 hours)

1. Free Will, Determinism and Moral Responsibility – Memento, Minority Report, Kya
Kehna

79
2. The Problem of Evil – The Rupture, The Seventh Seal, God on Trial, Earth 1947

Essential Readings

● Litch, M., & Karofsky, A. (2015). Free Will, Determinism and Moral
Responsibility Memento, Minority Report In Philosophy through Film (pp.
120-144). Routledge.
● Litch, M., & Karofsky, A. (2015). The Problem of Evil The Seventh Seal, God
on Trial In Philosophy through Film (pp. 198-222). Routledge.

Unit IV: Exploring the issue of Personal Identity, Ethical dilemmas and Existentialism
(3 weeks, 12 hours)

1. Personal Identity – Moon, Memento, Vikram Vedha, Ship of Theseus

2. Ethics – Crime and Misdemeanors, Ship of Theseus
3. Existentialism – The Seventh Seal, Crimes and Misdemeanors, Anand/gharaunda

Essential Reading:

● Litch, M., & Karofsky, A. (2015). Personal Identity Memento Moon In Philosophy
through Film (pp. 65-91). Routledge.
● Litch, M., & Karofsky, A. (2015). Ethics Crime and Misdemeanors Gone Baby Gone
(pp. 145-176). Routledge.
● Litch, M., & Karofsky, A. (2015). Existentialism The Seventh Seal Crimes and
Misdemeanors Leaving Las Vegas In Philosophy through Film (pp. 223-240).
Routledge.

Further Readings:
● Falzon, Christopher. (2014). Philosophy Goes to the Movies: An Introduction to
Philosophy (3rd edition). Routledge Publication.
● Shaw, Daniel. (2008). Film and philosophy: Taking movies seriously. Wallflower:
London and New York.
● Gilmore, A Richard. (2005). Doing philosophy at the movies. New York: State
University of New York Press.
● Popkin Richard. (1979). History of skepticism. University of California Press.
● Meiland, Jack and Krausz Michael (Ed.). (1982). Relativism: Cognitive and moral.
Notre Dame University Press.
● Hume, David. (1978). A treatise of human nature (Book 1, Part 4, Section VII).
Oxford: Oxford University Press.
● Pereboom, Dirk. (2001). Living without free will. Cambridge: Cambridge University
Press.
● Perry, John. (1999). Dialogue on good, evil and the existence of god. Indianapolis:
Hackett.
● Kaufman Walter (Ed.). (1975). Existentialism from Dostoevsky to Sartre. New York:
Meridian.

80
● Kowalski, A. (2012). Moral theory at the movies: An introduction to ethics. U.K.:
Rowman and Littlefield Publication.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Key Words: Philosophy, Films, Truth, Skepticism, Relativism, Ethics, Existentialism,

Personal Identity, Problem of Evil, Free Will, Moral Responsibility

GE-8
Philosophy of Love
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title Credits Credit distribution of the Eligibility Pre-

& Code course criteria requisite of
Lecture Tutorial Practical/ the course
Practice (if any)
Philosophy 4 3 1 Nil Graduation none
of Love
GE 8

Course Objectives:
1. To introduce students to philosophical discussions on love, ranging from classical
texts to modern interdisciplinary perspectives.
2. To examine love as an art and a cultivated practice, considering its psychological,
ethical, and existential dimensions.
3. To critically engage with the philosophy of romantic love and its significance in
human experience.

81
4. To explore the philosophical and cultural foundations of marriage and its evolving
meaning.
5. To analyse the social and political implications of love through feminist and
collective identity perspectives.
6. To encourage reflection on the possibility of love beyond conventional paradigms,
including non-monogamous and alternative relational structures.

Course Learning Outcomes:

1. Students will be able to demonstrate an understanding of philosophical perspectives
on love, from classical traditions to contemporary debates.
2. Students will develop the ability to analyse different conceptualizations of love,
including romantic, ethical, and social dimensions.
3. Students will critically engage with theories of love and apply them to real-world
relationships and cultural practices.
4. Students will be able to articulate and defend positions on love’s role in marriage,
ethics, and social philosophy.
5. Students will explore and evaluate feminist critiques of love, developing nuanced
perspectives on gender, power, and relational identity.
6. Students will integrate interdisciplinary insights from philosophy, psychology, and
sociology to form a comprehensive understanding of love’s philosophical
significance.

Unit I: Romantic Love (3 weeks, 12 hours)

1. Plato’s notion of love
2. Romantic love
Essential Readings:
● Geier, A. (2002). Plato’s Erotic Thought: The Tree of the Unknown, Rochester:
University of Rochester Press. Chapter 1.
● Branden, N. (2008). The Psychology of Romantic Love, New York: Penguin.
Chapters 2,3.

Unit II: Love – Art & Possibilities (3 weeks, 12 hours)

1. Love as art
2. Love as possibility
Essential Readings:
● Fromm, E. (2013). The Art of Loving, New Delhi: Maanu Graphics Publishers.
Chapter 1 (Is love an art?), 3 (Love and its disintegration), 4 (Practice of love)
● Krishnamurti, J. (1969). Freedom from the known [1st U.S. ed.]. New York: Harper &
Row. Chapters 1 (Man’s search), 6 (violence), 7 (Relationship), 10 (love)

82
Unit III: Marriage (4 weeks, 16 hours)
1. Love & Sexuality
2. Marriage
Essential Readings:
• R. Halawani, (2010). Philosophy of Love, Sex, and Marriage, Routledge. Chapters 4,
6, 9, P. 89-120, 153-185, 259-274.
• Dhammananda, V.K.S (2013). A happy married life: A Buddhist perspective. Access
to Insight, BCBS Edition.
[Link] .

Unit IV: “We” Thinking, Feminism (5 weeks, 20 hours)

1. “We” thinking in romantic love
2. Socio-Political meaning of love
3. Feminism in love
Essential Readings:
● de Beauvoir, S. (1949). The second sex, Ch. II in Part VI, The woman in love. In C.
Borde & S. Malovany-Chevallier (Trans.), Vintage Books.
● Merino, N. (2004). The Problem with “We”: Rethinking Joint Identity in Romantic
Love, Journal of Social Philosophy, 35, 1, 123-132.
● Osho (2014 ). The book of women: Celebrating the Female Spirit. St. Martin’s
Griffin. Chapters 4 (Sexuality), 5 (Marriage), 6 (Love)
● García-Andrade, A. (2018). Ch. 7, Towards socio-political meanings of love and non-
monogamous bonding in Europe. In A. García-Andrade, L. Gunnarsson, & A. G.
Jónasdóttir (Eds.), Feminism and the power of love: Interdisciplinary interventions,
Routledge.
Further Readings:
• O’Dwyer, K. (2009). The Possibility of Love: An Interdisciplinary Analysis,
Newcastle: Cambridge Scholars Press. Chapter 1, 5, 6
• M. Foucault (1976). History of Sexuality, vol. 1. An Introduction, Translated from the
French by Robert Hurley, chapter 1, New York: Pantheon Books.
• Amir, L. (2001). Plato’s theory of Love: Rationality as Passion, Practical Philosophy,
Vol 2, 22-38.
• Linnell Secomb (2007). Philosophy and Love: From Plato to Popular Culture.
Edinburgh University Press.

Tutorial Activities (15 Hrs )

● Group discussion on specific issues

● Project work, individual or group,

83
● Presentation on a topic
● Review of a book or article or film in the related area
● Writing short papers on selected topics

Keywords: Love, Marriage, Feminism, We-Thinking, Eros & Agape

MA-2 Year Programme: Semester II

SKILL BASED COURSES
SBC 5
Practice of Nava Rasa
CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE

Course title & Credits Credit distribution of the Eligibility Pre-requisites

Code course criteria of the course

Lecture Tutorial Practical/ (if any)

Practice

Practice of 2 2 1 Nil Graduation None

Nava Rasa

SBC 5

Course Objectives:
1. Examine the central concepts of representation, explanation, and understanding in
Nāṭyaśastra.
2. The course is intended to investigate the role and expansion of Sāhitya, Kāvya to
Saundarya śāstra as a foundation of present day Indian Aesthetics.
3. Understanding the core concepts of Beauty, Art and Aesthetics
4. Examining the hand and other gestures

Course Learning Outcomes:

1. To study the classical text Nāṭyaśastra for its practice
2. To analyse the nature of nine emotions.
3. To elucidate Rasa- Bhāva theory
4. To explore four types of acting.

Course Structure & Readings:

84
This course is divided into four units, each exploring different philosophical texts and key
concepts.

Unit I: Introduction to theory and practice of Bharat Muni’s Nāṭyaśastra: Theatre,

Rituals and Deities in Nāṭyaśastra
(3 Weeks, 07 Hours)

1. Nāṭya-Utapatti
2. Purpose of Nāṭya
3. Abhinaya
4. Types of Theatre,
5. Rituals before and after the Nāṭya
6. Main Deities in Nāṭyaśastra
7. Divisions of stage and practice of all types of instruments
8. Construction of the plot
9. Details regarding the costume, Make-up and moulds

Essential Readings:
● Seturaman, V. S. (1992). Indian Aesthetics: An Introduction. Macmillan.

● Ghosh, Manmohan (1950). The Nāṭyasāstra of Bharata Muni Vol.1-2. The Asiatic
Society (1950). (Chapter 1).
● Pushpendra, Kumar (ed. & Trans. 2006). Natyasastra of Bharatamuni: Text,
Commentary of Abhinava Bharati by Abhinavaguptacarya. New Bharatiya Book
Corporation.
● Choudhary, Satya Dev (2020). Glimpses of Indian Poetics. Sahitya Akademi. (p. 1-87)

● Ghosh, Manmohan (1950). The Nāṭyasāstra of Bharata Muni Vol.1-2. The Asiatic
Society (1950). (Chapter 2-4 & 13, 19, 21,22, 26).
● Raghvan, V. (1975). Number of Rasa-(s). Adhyar Library. (Introduction)
● Tripathi, Ramshankar (1916): The Kāvyamīmaṃsā of Rajaśekhara. MLBD. (Chp. 1-3)
● Seturaman, V. S. (1992). Indian Aesthetics: An Introduction. Macmillan India. (p.152-
219)
● Honeywell, J.A. (1969). “The Poetic Theory of Visvanatha”, The Journal of Aesthetics
and Art Criticism, XXVIII, no.2 (p. 120-168).
● Tryambak Deshpande, Dr. Ganesh (1958). Sahityashastra, the Indian Poetics. Popular
Prakashan.

Unit II: Theory and Practice of Nine Emotions: Indian Music and Instruments
(4 Weeks, 08 Hours)

1. Rasa-sūtra
2. Main components of Nāṭyaśastra
3. Practice of Abhinaya, Gestures & Foot work
4. Music: Vocal and Instruments
5. Use of Melodies
6. Qualification of Vocalist and Instrumentalist

85
7. Percussion of Instruments
8. Description of Roles

Essential Readings:

● Ghosh, Manmohan (1950). The Nāṭyasāstra of Bharata Muni Vol.1-2. The Asiatic
Society (1950). (Chapter 7-10).
● Coomaraswamy, Ananda (1994). The Transformation of Nature in Art. Munshiram
Manoharlal Publishers. (p.1-34)
● Seturaman, V. S. (1992). Indian Aesthetics: An Introduction. Macmillan India.
(Appendix)
● Pandey, K. C. (1950). Comparative Aesthetics, Vol.1I. Chowkhamba Sanskrit Series.
(Chapter III)
● Vatsyayan, Kapila (2006). Bharata The Natyasastra. Sahitya Akademi. (Introduction)

● Ghosh, Manmohan (1950). The Nāṭyasāstra of Bharata Muni Vol.1-2. The Asiatic
Society (1950). (Chapter 28, 29, 30, 31,32,33,34 ).
● Graham, Gorden (2005). The Philosophy of Arts. Rutledge. (p.3-73 for Topics: 1, 2, 7
& 8)
● Kant, Immanuel (2008). Critique of Judgment, trans. James Creed Meredith. Oxford
University Press. (p.14-27 for Topics: 2, 7, & 8)
● Rachel Zuckert (2003). Awe or Envy: Herder contra Kant on the Sublime. Journal of
Aesthetics and Art Criticism. (p. 217-32)
● Pandey, K. C. (1950). Comparative Aesthetics, Vol.1I. Chowkhamba Sanskrit Series.
(Chapter I: p.7), (Chapter X: p.292, 323-342)
● Masson and Patwardhan. Śāntarasa and Abhinavagupta’s Philosophy
ofAesthetics. Bhandarkar Oriental Research Institute (1969), 73.
● Gnoli, Raniero (1968). The Aesthetic experience according to Abhinavagupta, 2nd
edition. Chowkhamba Sanskrit Series Office. (p. 1-78).

Practical Activities (30 hours)

1. Practice of Abhinaya, Gestures, Vocal and Instruments and Foot work
2. How to Use Melodies
3. Practice of Abhinaya
4. Discussion on Types of Theatre
5. Practice of Rituals of the Nāṭya
6. Divisions of stage and practice of all types of instruments
7. Discussion on the Construction of the Plot
8. Details analysis regarding the costume, Make-up and moulds

Further Readings:
• Bhandarkar, R.G. (1965).Vaiṣṇavism, Saivism and Minor Religious systems. orig. ed.
1913, 84.
• Choudhary, Satya Dev (2020). Glimpses of Indian Poetics. Sahitya Akademi.
• Coomaraswamy, Ananda. The Dance of Shiva. The Sunrise Turn Inc, 1918.
• Chakrabarti, Arindam, (ed.) (2016).The Bloomsbury Research Handbook of Indian
Aesthetics and the Philosophy of Art. Bloomsbury Academic.

86
• De, Sushil Kumar (1925).. Studies in the History of Sanskrit Poetics. (Volume 1 & 2).
Luzac & Co.
• Deutsch, Eliot (1975). ‘Studies in Comparative Aesthetics’ Monographs of the Society
for Asian and Comparative Philosophy, no.2. University of Hawaii Press.
• Gnoli, Raniero (1968). The Aesthetic experience according to Abhinavagupta, 2nd
edition. Chowkhamba Sanskrit Series Office.
• Graham, Gorden (2005). The Philosophy of Arts. Rutledge.
• Honeywell, J.A. (1969). “The Poetic Theory of Visvanatha”, The Journal of Aesthetics
and Art Criticism, XXVIII, no.2 168.
• Kant, Immanuel (2008). Critique of Judgment, trans. James Creed Meredith, Oxford:
Oxford University Press.
• Kane, P. V. (1961). History of Sanskrit Poetics. MLBD
• Kelly, Michael (2014, second edition). Encyclopedia of Aesthetics. Oxford University
Press.
• Krishnamoorthy, K. (1968). Some Thoughts on Indian Aesthetics and Literary
Criticism (special lectures). University of Madras.
• Lienhard, Siegfried (1984). A History of Classical Poetry: Sanskrit, Pali, Prakrit.
Harrassowitz Verlag.
• Masson and Patwardhan. (1969). Śāntarasa and Abhinavagupta’s Philosophy of
Aesthetics. Bhandarkar Oriental Research Institute.
• Mishra, Kamalakar (1999). Kashmir Śhaivism: The Central Philosophy of Tantrism.
Sri Satguru Publications.
• Muller-Ortega, Paul Eduardo (1989). The Triadic Heart of Śiva; Kaula Tantricism of
Abhinavagupta in the Non-dual Śaivism of Kashmir. State University of New York
Press.
• Pandey, Kanti Chandra (1995).Comparative Aesthetics (vol.1). Chowkhamba Sanskrit
Series Office.
• Paranjape, Makarand, and Sunthar Visuvalingam, (ed.) (2006). Abhinavagupta:
Reconsiderations. Samvad India Foundation.
• Pandey, K. C. (1950). Comparative Aesthetics, Vol.1 & II. Chowkhamba Sanskrit
Series.
• Pushpendra, Kumar (ed. & Trans. 2006). Natyasastra of Bharatamuni: Text,
Commentary of Abhinava Bharati by Abhinavaguptacarya. New Bharatiya Book
Corporation.
• Raghvan, V. (1963). Studies on Some Concepts of the Alaṅkāraśāstra. The Adyar
Library
• Rachel Zuckert (2003). Awe or Envy: Herder contra Kant on the Sublime. Journal of
Aesthetics and Art Criticism.
• Sasaki, Ken-ichi, (ed.) (2011). Asian Aesthetics. NUS.
• Schiller, Friedrich (1954). On the Aesthetic Education of Man. Routledge & Kegan
Paul.
• Sen, R. K. (1966). Aesthetic Enjoyment: Its Background in Philosophy and Medicine.
University of Calcutta.
• Sen, R. K. (1954). A Brief Introduction to a Comparative Study of Greek and Indian
Aesthetics and Poetics. Sen Ray & Co.
• Sen, R. K.(1968). Nature of Aesthetic Enjoyment in Greek and Indian Analyses. Indian
Aesthetics and Art Activity. Indian Institute of Advanced Study
• Sukla, Ananta Charan (1977). The Concept of Imitation in Greek and Indian Aesthetics.
Rupa & Co.
• Sukla, Ananta Charan (1995). Contemporary Indian Aesthetics. Rubberttino

87
• Sukla, Ananta Charan (1997). Dhvani as a Pivot in Sanskrit Literary Aesthetics. East
and West in Aesthetics.
• Sukla, Ananta Charan (1995). Contemporary Indian Aesthetics. Vishvanatha Kaviraja
Institute.
• Tryambak Deshpande, Dr. Ganesh (1958). Sahityashastra, the Indian Poetics. Popular
Prakashan.
• Weitz, Morris (ed. 1970): Problems of Aesthetics. University of Michigan. (p.1-35)

Keywords: Abhinaya, Gestures, Instruments, Bharat Muni, Natya, Rasa, Bhava, Alamkara,.

SBC 6
PHILOSOPHIZING ARTIFICIAL INTELLIGENCE
CREDIT DISTRIBUTION, ELIGIBILITY, AND PREREQUISITES OF THE
COURSE

Course title & Credits Credit distribution of the Eligibility Pre-

Code course criteria requisite
of the
Lecture Tutorial Practical/ course
Practice (if any)
Philosophizing 2 2 Graduation None
Artificial
Intelligence
SBC 6

Course Learning Objectives:

The Learning Objectives of this course are as follows:

1. This course will enable students to understand the trajectory of growth and evolution
of Artificial Intelligence.
2. The course is designed to provide a grasp of the basic understanding and application of
different types of Machine Learning Models.
3. It will develop the ability of students to understand the human-machine interface and
how technology interacts with the fabric of the world around us and affects it ethically,
socially, and politically.

88
4. This course will also imbue the students with foundational ideas of design principles
like Design Justice and Value Sensitive Design, which will help sharpen their
understanding of designing technology to better the world.

Course Learning outcomes:

The Learning Outcomes of this course are as follows:

1. After studying this course, students will develop an understanding of the notion of
intelligence embedded in AI
2. After studying this course, students will be able to identify the machine-learning models
involved in different machines and apps
3. After studying this course, students will be able to appreciate the basic type of AI
programming and the kind of learning it is based on.
4. After studying this course, students will be able to understand and identify why
unregulated, indiscriminate use of a technology like AI could manifest injustices
around us.
5. After studying this course, students will be able to demonstrate their understanding of
the design process and how these processes could be designed to align with justice and
social values.

MAIN COURSE STRUCTURE

UNIT I: Artificial Intelligence: Understanding What it Does and How

(7 weeks, 14 hours)

1. Notion of ‘Intelligence’ in Artificial Intelligence

2. Understanding Machine Learning

Essential Readings:

● Coeckelbergh, M. (2020). The Technology In AI Ethics. ( pp 63-82), Cambridge,

Massachusetts, USA: MIT Press.
● Broussard, M. (2018). Machine Learning: The DL on ML In Artificial Unintelligence:
How computers misunderstand the world, ( pp 87-121), Massachusetts, USA: MIT
Press

Suggested Readings:

● Carter, M. (2007). Minds and computers: An introduction to the philosophy of

artificial intelligence. Edinburgh University Press.
● Song, Z. (2021). Facial expression emotion recognition model integrating philosophy
and machine learning theory. Frontiers in Psychology, 12, 759485.

Activities in the classroom:

89
Students will be asked to list the examples of five supervised and unsupervised machine
learning tools that they are currently using or observing around them. They will also be asked
to specify the kind of datasets that might have been used to train these models. Furthermore,
they will also be asked to identify the relevant Machine Learning models.

Unit II: Human-Machine Interface: Designing Systems for Human Flourishing

(8 weeks, 16 hours)

1. Understanding Human-Machine Interface

2. Understanding Design Justice in AI

Essential Readings:

● O’Neil, C. (2016). Civilian casualties: Justice in the age of big data ( Chapter 5). In
Weapons of Math Destruction: How Big Data Increases Inequality and Threatens
Democracy. New York: Crown Publishers
● Coeckelbergh, M. (2016). Responsibility and the moral phenomenology of using self-
driving cars. Applied Artificial Intelligence, 30(8), 748-757.

Suggested Readings:

● Costanza-Chock, S. (2018) Design Justice: towards an intersectional feminist

framework for design theory and practice, in Storni, C., Leahy, K., McMahon, M.,
Lloyd, P. and Bohemia, E. (eds.), Design as a catalyst for change - DRS International
Conference 2018, 25-28 June, Limerick, Ireland. [Link]
10.21606/drs.2018.679.
● Vallor, Shannon(2024), The Empathy Box In The AI Mirror: How to Reclaim Our
Humanity in an Age of Machine Thinking (pp 133-160), Oxford University Press.
● Buolamwini, Joy, and Timnit Gebru ( 2018) . "Gender shades: Intersectional accuracy
disparities in commercial gender classification." In Conference on fairness,
accountability, and transparency, pp. 77-91. PMLR.
● Friedman, B., Kahn, P., & Borning, A. (2002). Value sensitive design: Theory and
methods. University of Washington Technical Report, 2(8), 1-8.
● Gray, C. M., & Mildner, T. (2023). An Ontology of Dark Patterns: Foundations,
Definitions, and a Structure for Transdisciplinary Action.
● Singh, D. K., Kumar, M., Fosch-Villaronga, E., Singh, D., & Shukla, J. (2023). Ethical
considerations from child-robot interactions in under-resourced communities.
International Journal of Social Robotics, 15(12), 2055-2071.

Activities in the classroom:

Students will be asked to document their experience of using a particular AI app or machine
& the role of social media in shaping their experience and the architecture of their choices.
Students will also be asked to list the key design features, strengths, and weaknesses of AI
Apps they have been using.

Teaching Methodology

90
All these issues will be explained through case studies. Students will have to come up with
examples from ordinary life as to how the issues discussed are applicable in day-to-day life

Assessment Pattern for each Unit/practical. Component of Attendance in the Assessment

of Credit Theory Course

Total Marks: 80
Internal Assessment:
Practical Assessment (Internal/Continuous Assessment): 80
No End Semester University Exam

Prospective Job Roles after pursuing the course

The course would equip and build basic and necessary skills for any and every kind of job in
today's world by equipping the students with a firm grasp on AI evolution, machine learning,
how AI impacts the world, and how we could intervene in the design process so that such
technologies impact our world more positively

SBC 7

Existential Philosophy and Therapeutic Practice

CREDIT DISTRIBUTION, ELIGIBILITY AND PRE-REQUISITES OF THE
COURSE
Course Eligibilit Pre-
title Credit Credit distribution of the y requisit
& s course criteria e of the
course
Code
Lectur Tutori Practica (if any)
e al l/

Practice

Existential 2 1 0 1 Graduation NA
Philosoph
y and
Therapeuti
c Practice

SBC 7

Course Objectives:

By the end of this course, students will:

91
1. Learn the basics of existential therapy, including its philosophical and psychological
roots.

2. Explore key existential ideas, such as freedom, death, meaning, isolation, and
responsibility, and how they relate to everyday life.

3. Get introduced to counselling skills inspired by existential therapy

4. Take part in hands-on activities, including role-plays and reflective writing, to

practice existential dialogue in a supportive setting.

Course Learning Outcomes:

Upon successful completion of the course, students will be able to:

1. Identify key philosophical and psychological concepts that form the foundation of
existential therapy.

2. Explain core existential themes—such as freedom, death, meaning, isolation, and

responsibility—in relation to human experiences.

3. Demonstrate basic counselling techniques inspired by existential therapy in structured

exercises.

4. Engage in simple role-plays and reflective writing to explore existential dialogue in

therapeutic contexts.

Course Structure & Readings

UNIT I: Philosophical Foundations of Existential Therapy : Core Themes and

Therapeutic Processes (6 weeks, 12 hours)

1. Origins and Influences: Kierkegaard, Nietzsche, Heidegger, (the focus will be on)
Sartre
2. Existential Philosophy and Psychotherapy: Key Concepts
3. Distinction between philosophical and psychotherapeutic existentialism
4. Major Figures in Existential Therapy: (the focus will be on) Frankl, May, Yalom, van
Deurzen

5. The Four Givens of Existence (Yalom): Death, Freedom, Isolation, Meaninglessness

6. Anxiety and Despair as Existential Signals
7. Complexities of human relationship and authenticity
8. The Therapeutic Encounter: Presence and Authenticity

Essential Readings :

● Sartre, J.-P. (2007). Existentialism is a humanism (C. Macomber, Trans.). Yale

University Press. (pp. 17–55) (Instead of this work, a few chapters from Sartre
and Psychoanalysis: An Existentialist Challenge to Clinical Metatheory by Betty
Cannon may be included.)

92
● Frankl, V. E. (2006). Man’s search for meaning (I. Lasch, Trans.). Beacon Press.
(pp. 65–96)

● Yalom, I. D. (1980). Existential psychotherapy. Basic Books. (pp. 3–42)

● May, R. (1983). The discovery of being: Writings in existential psychology. W. W.
Norton & Company. (pp. 23–52).

Practical Activities: (15 Hrs)

● Reflective dialogue on "What does it mean to exist authentically?"

● Discussion of case vignettes and historical backgrounds

● Role-plays on responsibility and decision-making

● Reflective journaling exercise: “My most significant life choice”

● Practicing micro-skills: Active listening and Socratic questioning

UNIT II: Techniques and Methodologies : Applied Practice and Supervision

(9 weeks, 18 Hours)

1. Existential Assessment: Identifying "Stuckness"

2. Techniques: Silence, Metaphor, Confrontation, Paradox
3. Integrating Existential Therapy with Other Modalities

4. Practicum in Triads: Therapist, Client, Observer Roles

5. Guided Feedback and Group Supervision
6. Dealing with Existential Crises
7. Ethical Considerations in Existential Therapy

Essential Readings:

● van Deurzen, E. (2002). Existential counselling and psychotherapy in practice (2nd

ed.). Sage Publications. (pp. 45–91)

● Yalom, I. D. (2002). The gift of therapy: An open letter to a new generation of

therapists and their patients. Harper Perennial. (pp. 1–50)

Practical Activities: (15 Hrs)

● Case formulation and presentation

● Dyadic sessions focusing on presence and deep listening
● Video analysis of existential therapy sessions

● Triad practice with instructor feedback

● Peer supervision and feedback logs
● Reflective paper: “My Existential Journey through the Course”

93
Suggested Readings:

● Beauvoir, Simone de. (2015). The ethics of ambiguity. New York : Philosophical
Library.
● Camus, Albert. (2013). The myth of sisyphus. Penguin Books Limited.
● Cannon, Betty. (1991). Sartre and psychoanalysis: An existential challenge to clinical
metatheory. University Press of Kansas.
● Cooper, M. (2016). Existential therapies (2nd ed.). Sage Publications.
● Deurzen, E. V. (2010). Everyday mysteries: A handbook of existential psychotherapy
(2nd ed.). Routledge.
● Frankl, V. E. (2006). Man’s search for meaning. Beacon Press.
● Heidegger, M. (1962). Being and time. Harper & Row.
● Kierkegaard, S. (1980). The sickness unto death. Princeton University Press.
● Laing, R.D. (1976). The Divided Self: An Existential Study in Sanity and Madness.
Penguin books.
● Laing, R.D. & Esterson, Aaron. (2016). Sanity, Madness and the Family. Taylor &
Francis.
● May, R. (1983). The discovery of being: Writings in existential psychology. W. W.
Norton & Company.
● Sartre, J.-P. (2007). Existentialism is a humanism. Yale University Press.
● Schneider, K. J., & Krug, O. T. (2010). Existential-humanistic therapy. American
Psychological Association.
● Tillich, P. (1952). The courage to be. Yale University Press.
● Yalom, I. D. (1980). Existential psychotherapy. Basic Books.
● [Link]

Assessment Methods:

● Participation in Practice Sessions – 20%

● Reflective Journal / Logbook – 20%
● Role-play and Peer Feedback – 30%
● Final Reflective Essay or Practical Examination – 30%

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