Oriental languages and civilizations

The course provides an outline of the main political, socio-economic and cultural developments in the Indian subcontinent 2500 BCE till the 5th century CE. Teaching structure 1)Understanding literary and archaeological sources, 4 hours ; 2) The Harappan civilisation, 10 hours (Phases of the Harappan civilization, subsistence patterns, trade networks, religious and funerary practices, the ruling classes, the Harappan script, theories of decline); 3) India during the days of the Vedic corpus, 4 hours (the Indo-Aryans, material life, varna hierarchy, religion, the emergence of monarchy); 4) Urban centres and heterodox religious movements, 8 hours (the mahajanapadas, different political structures, the Ajivikas, early Buddhism, early Jainism); 5) The Mauryan Empire, 10 hours (The Maurya dynasty, the nature and structure of the Mauryan empire, Ashoka and Dhamma, Mauryan economy, decline); 6) Interactions, commerce and culture: 200 BCE-300 CE, 4 hours (The Shungas, the Indo-Greeks, the Shaka-Pahlavas, the Kushanas, Satavahanas, the far south, social and cultural changes); 7) Aesthetics and Empire: 300-600CE, 8 hours (the Gupta dynasty, the Vakatakas of the Deccan, administrative structure, land ownership, aspects of social structure, a ‘classical age of art’?); 8) India after the Guptas.

Students are expected to have a general knowledge of ancient history and to be conversant with basic terminology related to political and social institutions.

Upinder Singh, A History of Ancient and Early Medieval India: from the Stone Age till the 12th century, Delhi: Pearson Longman, 2008, chapters 1, 4, 5, 6, 7, 8, 9.

Not obligatory, but strongly advised.

Attending students: One written test relating to parts 1-4 of the course. Final oral examination with marks up to 30/30, relating to the remaining parts. Non-attending students: oral examination with marks up to 30/30, relating to the exam reading list. Marks are given based on: - ability to identify and contextualize historical processes and events; - knowing the subject matter; - ability to approach themes and issues both analytically and synthetically; - ability to use adequate language. Attaining the above abilities fully will result in excellent marks. Attaining the above qualities partially will result in medium to good marks. Failure in some of the abilities will result in only sufficient marks. Failure in most or all the above abilities will result in negative marks.

Upinder Singh, A History of Ancient and Early Medieval India: from the Stone Age till the 12th century, Delhi: Pearson Longman, 2008, chapters 1, 4, 5, 6, 7, 8, 9.

Frontal teaching, projection of visual documents; oral and written exercises. The course is based on classroom lessons including students’ presentations and discussions.

The course provides an outline of the main political, socio-economic and cultural developments in the Indian subcontinent 2500 BCE till the 5th century CE. Teaching structure 1)Understanding literary and archaeological sources, 4 hours ; 2) The Harappan civilisation, 10 hours (Phases of the Harappan civilization, subsistence patterns, trade networks, religious and funerary practices, the ruling classes, the Harappan script, theories of decline); 3) India during the days of the Vedic corpus, 4 hours (the Indo-Aryans, material life, varna hierarchy, religion, the emergence of monarchy); 4) Urban centres and heterodox religious movements, 8 hours (the mahajanapadas, different political structures, the Ajivikas, early Buddhism, early Jainism); 5) The Mauryan Empire, 10 hours (The Maurya dynasty, the nature and structure of the Mauryan empire, Ashoka and Dhamma, Mauryan economy, decline); 6) Interactions, commerce and culture: 200 BCE-300 CE, 4 hours (The Shungas, the Indo-Greeks, the Shaka-Pahlavas, the Kushanas, Satavahanas, the far south, social and cultural changes); 7) Aesthetics and Empire: 300-600CE, 8 hours (the Gupta dynasty, the Vakatakas of the Deccan, administrative structure, land ownership, aspects of social structure, a ‘classical age of art’?); 8) India after the Guptas.

Students are expected to have a general knowledge of ancient history and to be conversant with basic terminology related to political and social institutions.

Upinder Singh, A History of Ancient and Early Medieval India: from the Stone Age till the 12th century, Delhi: Pearson Longman, 2008, chapters 1, 4, 5, 6, 7, 8, 9.

Not obligatory, but strongly advised.

Attending students: One written test relating to parts 1-4 of the course. Final oral examination with marks up to 30/30, relating to the remaining parts. Non-attending students: oral examination with marks up to 30/30, relating to the exam reading list. Marks are given based on: - ability to identify and contextualize historical processes and events; - knowing the subject matter; - ability to approach themes and issues both analytically and synthetically; - ability to use adequate language. Attaining the above abilities fully will result in excellent marks. Attaining the above qualities partially will result in medium to good marks. Failure in some of the abilities will result in only sufficient marks. Failure in most or all the above abilities will result in negative marks.

Upinder Singh, A History of Ancient and Early Medieval India: from the Stone Age till the 12th century, Delhi: Pearson Longman, 2008, chapters 1, 4, 5, 6, 7, 8, 9.

Frontal teaching, projection of visual documents; oral and written exercises. The course is based on classroom lessons including students’ presentations and discussions.