Indian Knowledge Systems and English Studies
The Department of English, Maharaja Krishnakumarsinhji Bhavnagar University (MKBU), in collaboration with the Knowledge Consortium of Gujarat (KCG), Government of Gujarat, organized a National Workshop on Indian Knowledge Systems and English Studies from 23 March to 24 March 2026.
👉The Workshop is documented here:
👉Video Recordings of the Workshop:
👉Photo Album of the Workshop
1. IKS and Language Studies
Exploring insights from Bharatiya linguistic and philosophical traditions—such as theories of language, meaning, and discourse—and their relevance for expanding the scope of language studies within English departments.
2. Indigenous Research Methodologies in English Studies
Examining Indian epistemological frameworks—such as the knowledge categories articulated in the Nyaya Sutras and language philosophy associated with Bhartrhari—as methodological tools for literary research and interpretation.
3. Landscape, Ecology and Classical Indian Aesthetics
Re-examining ecological and aesthetic frameworks such as Tolkappiyam and the Tinai poetic system in relation to modern ecocriticism, indigenous literary traditions, and global environmental humanities.
4. British and American Literature in Dialogue with IKS
Tracing the influence, resonance, or comparative possibilities between Indian philosophical ideas and writers such as T. S. Eliot and Ralph Waldo Emerson, as well as broader intersections between IKS and Anglo-American literary traditions.
5. Comparative Poetics and Literary Theory
Engaging classical Indian aesthetic traditions—particularly Natyashastra and Rasa theory—in conversation with Western literary theory and criticism.
6. Cross-Cultural Feminist Thought and the Divine Feminine
Exploring dialogues between Indian philosophical concepts of the feminine divine and feminist theory, including the work of Luce Irigaray, in relation to contemporary literary texts.
7. Translation Studies and Indian Knowledge Systems
Examining Indic translation theories, the translation of classical Indian texts into English, and the role of translation in introducing IKS perspectives into English Studies curricula.
8. Myth, Archetype and Narrative Traditions
Comparative studies between Indian mythological frameworks and Western archetypal criticism associated with thinkers such as Northrop Frye, exploring shared symbolic patterns in global literary traditions.
9. Pedagogical Approaches for Teaching IKS through English Literature
Developing innovative strategies for incorporating IKS into literature and language classrooms through multidisciplinary course design, experiential learning, and research-oriented pedagogy.
10. Curriculum Design and IKS Integration in English Studies
Practical proposals for integrating IKS components into undergraduate, postgraduate, and doctoral programmes in English Studies in alignment with NEP curricular frameworks.
Distinguished Speakers
-Prof. Atanu Bhattacharya : IKS and Language Studies
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Presenting this poster for the first time was both a memorable and enriching academic experience. It provided me with my first opportunity to share my research in a poster format, helping me understand how ideas can be communicated effectively through both visual and verbal means.
My poster, titled “Beyond the Stochastic Parrot: A Bhartṛharian Diagnostic of Semantic Hallucinations and Absence of Pratibhā in AI-Generated Fiction,” explored the intersection of classical Indian philosophy and contemporary debates on Artificial Intelligence. Working on this topic was both challenging and stimulating, as it required careful reading, critical comparison, and systematic organization of ideas.
Initially, I felt quite nervous, as it was my first experience presenting before teachers, scholars, and fellow students. I was unsure about how to explain such a complex topic clearly. However, as I began presenting, I gradually gained confidence. Explaining my research objectives, methodology, and key arguments helped me improve both my communication skills and academic self-assurance.
One of the most rewarding aspects of the experience was engaging with the audience. Their questions and feedback encouraged me to think more critically and reflect deeply on my research. I also realized the importance of presenting ideas in a clear, concise, and confident manner.
This experience taught me several valuable skills, including how to organize research visually, present ideas professionally, respond to questions effectively, and actively participate in academic discussions. It has also motivated me to continue exploring research in literary studies and interdisciplinary fields.
Overall, this was a proud and fulfilling experience. Presenting my research for the first time not only boosted my confidence but also inspired me to take part in more seminars, conferences, and academic events in the future.
My Learning Outcome from This Poster Presentation
This poster presentation was a meaningful learning experience for me, both academically and personally. It helped me develop a deeper understanding of the relationship between literature, philosophy, and Artificial Intelligence. Through this process, I realized that classical theories, such as Bhartṛhari’s concept of pratibhā, remain highly relevant in analyzing contemporary technological developments.
I also enhanced my research skills by gathering sources, reviewing literature, comparing texts, and organizing ideas into a coherent academic structure. This project taught me how to transform a complex research topic into a concise and visually effective poster presentation.
In addition, I improved my communication skills. Presenting the poster enabled me to explain complex concepts in a clear and confident manner. I also learned how to respond to questions, engage with an academic audience, and discuss my ideas in a professional way.
This experience significantly boosted my confidence in public speaking and academic participation. It reduced my hesitation in presenting before others and encouraged me to express my ideas more effectively.
Furthermore, I understood the importance of time management, planning, and teamwork during the preparation process. Successfully completing the poster required dedication, coordination, and careful attention to detail.
Overall, this experience contributed to my growth as both a student and a researcher. It strengthened my critical thinking, presentation skills, and motivation to participate in future seminars, conferences, and research activities.
Plenary Session 1:
Talk by Prof. Dushyant Nimawat: IKS as a Research Methodology
Prof. Dushyant Nimawat critiques the exclusive dependence on Western research methodologies, arguing that they often function as a singular and static lens that limits academic inquiry. He points out that the direct application of Western theories, such as feminism, to regional texts can create cultural blind spots and lead to overgeneralizations that fail to represent the original context of the literature.
Drawing on Decolonizing Methodologies by Linda Tuhiwai Smith, he questions the continued reliance on Western academic benchmarks such as Scopus for measuring scholarly success. Instead, he proposes Indian Knowledge Systems (IKS) as complementary and scientifically grounded frameworks that can engage in meaningful dialogue with Western approaches rather than replace them.
Key Methodologies and Concepts
1. The Six Pramanas (Valid Means of Knowledge)
An ancient Indian framework for validating knowledge:
- Pratyaksha (Perception): Direct observation and close textual reading
- Anumana (Inference): Logical reasoning based on evidence
- Shabda (Testimony): Authority of texts and reliable sources
- Upamana (Analogy): Comparative and cross-cultural understanding
- Arthapatti (Presumption): Hypothesis formation and interpretative reasoning
- Anupalabdhi (Non-apprehension): Understanding absence, silence, and gaps in texts
2. Vada Traditions (Truth-Seeking Debate)
Vada represents a dialogic and truth-oriented approach where scholars remain open to multiple perspectives and aim for synthesis.
- Vada: Constructive, truth-seeking discussion
- Jalpa: Debate focused on winning arguments
- Vitanda: Purely critical debate without constructive contribution
This model contrasts with rigid academic positions by encouraging flexibility and deeper understanding.
3. Rasa and Dhwani Theories
Dhwani Theory explains three levels of meaning:
- Vakya: Literal meaning
- Lakshana: Implied meaning
- Vyangya: Suggested or deeper meaning
This approach enables deeper literary interpretation beyond surface-level reading.
Learning Outcomes
After engaging with this session, learners will be able to:
- Understand the limitations of exclusively Western research methodologies
- Explain IKS as a complementary framework in research
- Analyze the need for decolonizing research practices and questioning dominant benchmarks like Scopus
- Identify and explain the Six Pramanas as valid means of knowledge
- Apply Pratyaksha and Anumana in research practices
- Evaluate the roles of Shabda, Upamana, Arthapatti, and Anupalabdhi
- Differentiate between Vada, Jalpa, and Vitanda
- Recognize the importance of Vada in promoting open-minded and truth-oriented scholarship
Plenary Session 2:
Dr. Kalyani Vallath
Dr. Vallath on Sangam Literature and the Tinai System
1. Agam and Puram: Two Realms of Experience
Dr. Vallath explained that Sangam literature is divided into two complementary domains. Agam represents the inner world of emotions, including love, intimacy, longing, and personal relationships. Puram, on the other hand, represents the outer or public world, including war, heroism, ethics, kingship, and social life. This division shows how Tamil poetics balances inner emotional experience with external action.
2. The Tinai System: Ecology as Poetics
A major focus of the lecture was the Tinai system, an ecological and aesthetic framework in which landscapes determine emotional states and poetic themes. Nature is not just a background but an active force shaping human experience.
The five primary Tinais include:
Kurinji (Mountains) – symbolizes secret union and love in secluded spaces
Mullai (Forests) – represents waiting, patience, and emotional endurance
Marudam (Agricultural Plains) – associated with domestic life, conflict, and social tensions
Neydal (Coastal Regions) – reflects longing, separation, and emotional distance
Palai (Arid Wasteland) – symbolizes desolation, crisis, and difficult journeys
3. Tinai as a Comparative Framework
Dr. Vallath highlighted that Tinai can be used as a global model for comparative poetics. It parallels broader literary frameworks such as the Great Chain of Being and archetypal criticism. She also connected Tinai with literary movements like Romanticism, Symbolism, and Modernism, showing that ecological and emotional relationships continue even in modern contexts.
Q&A Session Highlights
Prof. Dushyant Nimawat acknowledged that Western theories may have drawn from Eastern traditions, but he emphasized the importance of evidence-based research rather than assumptions.
He also noted that Indian Knowledge Systems can be effectively integrated into digital platforms if they are preserved carefully and scientifically.
Dr. Vallath explained that Neydal (sea) and Palai (desert), though geographically different, both symbolize emptiness, separation, and uncertainty.
On the question of Rasa and Tinai, she clarified that while Rasa focuses on internal emotions and Tinai on external landscapes, both aim to create harmony between inner feeling and the outer world.
She also confirmed that Sangam literature consists entirely of poetry. While translations may not fully capture the original rhythm, they can still convey meaning through interpretation.
Learning Outcomes
After this session, learners will be able to understand Dravidian literary aesthetics through Sangam poetry and the Tolkappiyam. They will be able to distinguish between Agam and Puram as two foundational modes of literature. They will understand the Tinai system as an ecological model where landscapes shape emotions and relationships.
Learners will also become familiar with the five landscapes—Kurinji, Mullai, Marudam, Neydal, and Palai—and their symbolic meanings. They will be able to analyze how nature actively influences human emotions and social interactions.
Additionally, they will explore Tinai as a comparative framework alongside Rasa and archetypal criticism. Finally, they will recognize the relevance of ancient Tamil poetics in modern literature, cinema, and environmental studies.
Dr. Kalyan Chattopadhyay on Decolonizing English Studies through IKS
Dr. Kalyan Chattopadhyay’s plenary address at the national seminar on Indian Knowledge Systems (IKS) and English Studies emphasized the urgent need to decolonize English literature education in India. He argued that English departments continue to function within colonial frameworks shaped by Macaulay’s Minute on Education, which aimed to create a class of administrators loyal to British rule while marginalizing India’s intellectual traditions. This legacy, he noted, has resulted in a rigid “banking model” of education where teachers are seen as the sole authority, leaving students disconnected from their cultural roots.
To address this issue, Dr. Chattopadhyay proposed that IKS should not be reduced to rote learning of ancient texts. Instead, Indian knowledge traditions should be used as active analytical tools in literary studies.
He highlighted several key frameworks:
Sambada (Dialogic Method)
Derived from the Samaveda, this method promotes dialogue, debate, and student participation. It shifts the classroom from passive learning to an interactive, learner-centered space, similar to Paulo Freire’s concept of critical pedagogy.
Nyaya and Anumana (Logic and Inference)
These systems of reasoning enable students to move beyond surface-level reading and analyze literature through logical interpretation, identifying motives, emotions, and underlying causes.
Vedanta (Ontology)
Concepts such as Atman (self), Brahman (ultimate reality), and Maya (illusion) provide deeper interpretative frameworks, allowing literary analysis to explore existential and philosophical dimensions of characters and conflicts.
Rasa and Dhvani Theories
Rooted in the Natyashastra and the works of Anandavardhana, these theories help analyze emotions and suggested meanings in literature. Rasa focuses on aesthetic experience, while Dhvani explains the power of suggestion and layered meaning.
For the practical implementation of the UGC’s IKS mandate, he recommended meaningful syllabus reforms, including the introduction of Indian rhetorical traditions, comparative studies of Western and Indian literary theories, and the adoption of the Guru–Shishya Parampara as a model for advanced research supervision.
In conclusion, Dr. Chattopadhyay argued that a thoughtful integration of IKS can make English studies in India more inclusive, dynamic, and intellectually vibrant. During the Q&A session, he observed that Western academia is increasingly open to IKS and encouraged the use of Sambada-based dialogue to engage with diverse perspectives, such as comparing Marxist criticism with Swami Vivekananda’s Rajayoga.
Learning Outcomes
After attending this session, learners will be able to:
- Understand the colonial roots of English literature education in India
- Explain the importance of decolonizing English studies through IKS
- Identify key frameworks such as Sambada, Nyaya, Anumana, Vedanta, Rasa, and Dhvani
- Apply the Sambada method for interactive and learner-centered discussion
- Use Nyaya and Anumana for logical and critical literary analysis
- Interpret texts through Vedantic concepts like Atman, Brahman, and Maya
- Analyze emotions and implied meanings using Rasa and Dhvani theories
- Compare Western and Indian approaches to literary interpretation
- Evaluate practical ways to implement IKS in academic curricula
- Develop a more inclusive and interdisciplinary understanding of English studies
👉Video of this session , click here
Dr. Ashok Sachdeva on the Influence of Indian Philosophy on Western Literature
Dr. Ashok Sachdeva discussed the profound influence of Indian philosophy on British and American literature. He explained that during the Oriental Renaissance, Western writers became increasingly familiar with key Indian philosophical concepts such as Vedanta, Karma, Maya, Moksha, and the Bhagavad Gita.
These ideas significantly shaped the works of Romantic poets like William Wordsworth, Samuel Taylor Coleridge, Percy Bysshe Shelley, and William Blake. Their poetry reflects themes of mysticism, spiritual unity, and a deep connection between nature and the self.
In the Modernist period, writers such as T. S. Eliot and W. B. Yeats incorporated Indian philosophical ideas, including rebirth, cyclical time, and spiritual renewal, into their works.
Dr. Sachdeva also highlighted the influence on American Transcendentalist thinkers like Ralph Waldo Emerson, Henry David Thoreau, and Walt Whitman. Their concepts of the “Oversoul” and universal consciousness closely parallel Vedantic thought.
He concluded by noting thematic similarities between Indian and Western texts, such as the moral and existential dilemmas faced by Hamlet in Hamlet and Arjuna in the Mahabharata, both of whom struggle with duty, action, and ethical conflict.
Learning Outcomes
After attending this session, learners will be able to:
- Understand the influence of Indian philosophy on British and American literature
- Identify key concepts such as Vedanta, Karma, Maya, and Moksha in Western texts
- Explain the impact of Indian thought on Romantic and Modernist writers
- Recognize the role of Indian philosophy in shaping American Transcendentalism
- Compare thematic parallels between Indian epics and Western literary works
- Develop an interdisciplinary perspective on cross-cultural literary exchange
👉Video of this session , click here
Prof. Atanu Bhattacharya on Language Education in IKS
Professor Atanu Bhattacharya examined the historical development of language education within Indian Knowledge Systems (IKS) and compared it with the transformations introduced during the colonial period.
He explained that in traditional IKS, language was not seen merely as a tool for communication but as a vital source of knowledge creation. Narratives, stories, and ancestral traditions—preserved in texts such as the Chandogya Upanishad—played a crucial role in transmitting wisdom across generations.
Professor Bhattacharya also discussed the Paninian tradition, challenging the common belief that early Indian grammar was purely technical. He emphasized that Panini’s grammatical system reflects social realities, linguistic diversity, and practical language use. It also encouraged engagement with a wide range of texts, including stories and poetry, as part of language learning.
In contrast, he highlighted the colonial shift initiated through Fort William College (1800), where language education was restructured to serve administrative purposes. Under this system, language became a functional tool for training British officials, detached from its cultural and intellectual contexts. This shift also weakened India’s rich traditions of multilingualism and translation-based learning.
Overall, Professor Bhattacharya stressed the need to reconnect language education with India’s knowledge traditions and its holistic understanding of language as a medium of culture, thought, and knowledge.
Learning Outcomes
After attending this session, learners will be able to:
- Understand the role of language as a source of knowledge in IKS
- Explain the importance of narratives, stories, and oral traditions in knowledge transmission
- Identify the contributions of the Paninian tradition to language education
- Recognize the relationship between grammar, society, and linguistic diversity
- Analyze the impact of colonial policies on language education in India
- Compare traditional Indian approaches with colonial administrative models
- Appreciate the value of multilingual and translation-based traditions
- Develop a broader and more holistic perspective on language education
👉Video of this session , click here
Prof. Sachin Ketkar on Translation and IKS
Professor Sachin Ketkar explored the paradox of India’s rich multilingual traditions alongside the historical absence of a unified theory of translation. He argued that translation should be placed at the center of studying Indian Knowledge Systems (IKS), as it plays a crucial role in transmitting knowledge across languages and cultures.
He critically examined the colonial concept of translation based on “equivalence,” where translators attempt to find direct counterparts between languages—for example, equating complex concepts like Dharma with English terms. According to him, this approach creates a misleading idea of “loss and gain” and oversimplifies culturally rooted meanings.
Instead, Prof. Ketkar proposed a modern understanding of translation as an act of interpretation, semiotic transformation, and cultural “refraction.” In this view, translation is shaped by the social, political, and ideological context of the receiving culture, rather than being a neutral or mechanical process.
To illustrate this, he discussed key examples. Sri Aurobindo translated the Rig Veda through an esoteric and spiritual lens, consciously challenging Orientalist interpretations that portrayed the Vedas as primitive. Similarly, A. K. Ramanujan approached Kannada Bhakti poetry using modernist literary aesthetics, moving away from earlier Victorian-style translations.
Overall, Prof. Ketkar emphasized that translation is a creative, intellectual, and interpretative process that reflects deeper cultural meanings rather than simply transferring words from one language to another.
Learning Outcomes
After attending this session, learners will be able to:
- Understand the importance of translation in studying IKS
- Recognize the link between multilingual traditions and translation practices
- Critically evaluate the colonial idea of translation based on equivalence
- Explain translation as interpretation, semiotic transformation, and cultural refraction
- Analyze how social, political, and ideological contexts shape translations
- Identify the contributions of Sri Aurobindo in translating the Rig Veda
- Evaluate A. K. Ramanujan’s approach to Kannada Bhakti poetry
- Appreciate translation as a creative and intellectual process
👉Video of this session , click here
Dr. Amrita Das on Divine Femininity and Feminist Thought
Dr. Amrita Das explored how Hindu goddess traditions offer women an empowered and autonomous identity. She connected these ideas with the feminist philosophy of Luce Irigaray, who emphasizes the importance of the feminine divine in women’s liberation.
Divine Femininity and Autonomy
Irigaray focuses on the ontological difference between men and women rather than merely advocating equality. The concept of the divine feminine, represented through Shakti, enables women to achieve self-awareness, inner strength, and freedom. Indian goddess traditions thus provide women with a powerful sense of subjective identity.
Air and Spiritual Breathing
Dr. Das highlighted Irigaray’s emphasis on air and conscious breathing as essential to feminine identity. She linked this idea to yogic practices such as pranayama, where breathing becomes a means of reconnecting the body and spirit. This process helps restore a woman’s sense of self while also supporting maternal continuity and feminine lineage.
Philosophical Female Bonding
Irigaray’s concept of female bonding differs from the Western idea of sisterhood. While Western models often focus on activism and collective struggle, Irigaray’s approach is more symbolic and spiritual, rooted in shared feminine energy and maternal connections.
Literary Examples
In The Girl and the Goddess, the protagonist Paro is guided by goddesses such as Lakshmi, Ratri, and Shachi. These divine figures help her develop self-love, courage, and wisdom.
In Urmila: The Forgotten Princess, a retelling of the Ramayana, Urmila’s journey highlights her bond with Sita and the guidance she receives from figures like Gargi and the goddess Nidra. Through this, she gains autonomy and emerges as an independent ruler of Mithila.
Concluding Remarks
Dr. Das encouraged scholars to move beyond restrictive later texts such as the Manusmriti and instead engage with foundational scriptures like the Devi Mahatmya and Devi Bhagavatam. These works reveal the historical strength, dignity, and subjectivity of the feminine divine in Indian tradition.
👉Video of this session , click here
Learning Outcomes
After attending this session, learners will be able to:
- Understand the concept of divine femininity in Indian traditions
- Explain Luce Irigaray’s theory of women’s autonomy and identity
- Analyze the role of goddess traditions in empowering women
- Recognize the significance of breathing practices like pranayama in self-realization
- Compare Irigaray’s idea of female bonding with Western sisterhood
- Interpret contemporary texts through feminist and IKS perspectives
- Evaluate representations of feminine strength in The Girl and the Goddess and Urmila: The Forgotten Princess
- Identify the importance of texts like Devi Mahatmya and Devi Bhagavatam
- Develop a broader understanding of Indian feminism through indigenous knowledge systems
👉Video of this session , click here
The valedictory session and certificate presentation marked the formal conclusion of the National Seminar on Indian Knowledge Systems (IKS) and English Studies, organized by the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University. The session reflected the seminar’s central objective of integrating IKS with English language and literary studies.
Participant Feedback
Students shared that the seminar significantly broadened their academic perspectives through interdisciplinary discussions on translation studies, Sangam literature, and Paninian grammar. They also appreciated the efficient coordination and dedication of the student committees.
Reflections by Dr. Kalyan Chattopadhyay
Kalyan Chattopadhyay commended the contributions of all expert speakers and highlighted the continuing relevance of Panini’s grammar, noting its recognition by Leonard Bloomfield. He also appreciated the students’ technical involvement in live streaming, blogging, and documentation.
Awards and Recognitions
Dilip Barad announced awards for outstanding paper and poster presentations. Winners were honored with certificates and books sponsored by Vallath Publications. Certificates were also distributed to active participants and dedicated undergraduate students.
I sincerely appreciate the recognition I received for presenting my poster at this seminar. It was a privilege to participate in such an enriching academic event, and I am grateful for the certificate and book awarded to me as a token of appreciation.
Vote of Thanks and Closing Message
Dr. Barad expressed gratitude to all speakers, faculty members, volunteers, the Knowledge Consortium of Gujarat, and the Government of Gujarat for their support. The session concluded with the message that Indian Knowledge Systems are living traditions that continue to enrich contemporary scholarship.
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