Rethinking India's Oral and Classical Epics


Book Description

Throughout India and Southeast Asia, ancient classical epics—the Mahabharata and the Ramayana—continue to exert considerable cultural influence. Rethinking India's Oral and Classical Epics offers an unprecedented exploration into South Asia's regional epic traditions. Using his own fieldwork as a starting point, Alf Hiltebeitel analyzes how the oral tradition of the south Indian cult of the goddess Draupadi and five regional martial oral epics compare with one another and tie in with the Sanskrit epics. Drawing on literary theory and cultural studies, he reveals the shared subtexts of the Draupadi cult Mahabharata and the five oral epics, and shows how the traditional plots are twisted and classical characters reshaped to reflect local history and religion. In doing so, Hiltebeitel sheds new light on the intertwining oral traditions of medieval Rajput military culture, Dalits ("former Untouchables"), and Muslims. Breathtaking in scope, this work is indispensable for those seeking a deeper understanding of South Asia's Hindu and Muslim traditions. This work is the third volume in Hiltebeitel's study of the Draupadi cult. Other volumes include Mythologies: From Gingee to Kuruksetra (Volume One), On Hindu Ritual and the Goddess (Volume Two), and Rethinking the Mahabharata (Volume Four).




Oral Tradition from the Indus


Book Description










Beyond the Word


Book Description

The essays in this anthology seek to look at the multiple gestures of tradition in relation to our own times and in som doing they have a relevance for the continuing debate on modern and post modern era.




Oral Traditions in South India


Book Description

The present volume studies three oral epic traditions in the Tulu language (a Dravidian language). They have been living performance traditions in the Tulu speaking coastal districts of Karnataka up to the present day. For the first time, Indian, European and American scholars working on Tulu oral epics, folklorists, anthropologists as well as Indologists are brought together. All texts discussed belong to the indigenous Tulu genre called paddana, which ranges from shorter invocations of local deities to texts of epic dimensions. Because paddanas had been transmitted exclusively orally until the 19th century, it is very difficult to assign their composition to a particular historical period. The social universe described in some of them may reflect a late medieval setting. Texts of one of the epic traditions have been collected over a period of almost 150 years, from the mid-19th century to the early 2000s. Two papers (H. Bruckner / V. Rai and V. Nandavara) deal with this tradition which is part of the oldest collections. In contrast, the popular epic of the Bant heroine, Siri, only attracted the attention of scholars from the 1970s onwards. In this book, the Siri tradition is studied by C. Gowda, A. Alva, and P. Schuster-Lohlau. Peter J. Claus' important paper introduces Koddabbu, the champion of a Dalit community. The wealth of texts and versions reflected in this volume allows, for the first time, to make systematic comparisons between different texts of the same tradition as well as between narrative elements and cultural concepts found in different traditions. Linguistic analysis, too, is just beginning to reveal possibly unique textual and narrative features.




Education in Ancient India


Book Description

This is the first comprehensive survey of all aspects of education in India, both in the oral and written traditions. Chronologically it covers everything from the Vedic period upto the Hindu kingdoms before the establishment of Muslim rule. If relevant, the reader will regularly find sidesteps to modern continuities. The role of the oral tradition and the techniques of memorization are discussed, the education in small private tutorials and the development of large monasteries and temple schools approaching university character. Professional training, the role of the teacher and of foreign languages are dealt with, and the impact of the peculiar features of Indian education on Indian society. The full documentation facilitates quick access to the original sources scholarly literature on Indian education. A true reference work.




ANCIENT INDIAN HISTORICAL TRAD


Book Description

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.




History of Science, History of Text


Book Description

two main (interacting) ways. They constitute that with which exploration into problems or questions is carried out. But they also constitute that which is exchanged between scholars or, in other terms, that which is shaped by one (or by some) for use by others. In these various dimensions, texts obviously depend on the means and technologies available for producing, reproducing, using and organizing writings. In this regard, the contribution of a history of text is essential in helping us approach the various historical contexts from which our sources originate. However, there is more to it. While shaping texts as texts, the practitioners of the sciences may create new textual resources that intimately relate to the research carried on. One may think, for instance, of the process of introduction of formulas in mathematical texts. This aspect opens up a wholerangeofextremelyinterestingquestionstowhichwewillreturnatalaterpoint.But practitioners of the sciences also rely on texts produced by themselves or others, which they bring into play in various ways. More generally, they make use of textual resources of every kind that is available to them, reshaping them, restricting, or enlarging them. Among these, one can think of ways of naming, syntax of statements or grammatical analysis, literary techniques, modes of shaping texts or parts of text, genres of text and so on.Inthissense,thepractitionersdependon,anddrawon,the“textualcultures”available to the social and professional groups to which they belong.