MA in Oriental StudiesMA Courses in Indology
Hindi
Hindi course aims at systematically developing higher level linguistic functions and cultural nuances. Students learn to describe, narrate and support opinions in informal and formal styles. The objective of the course is to promote a meaningful interaction with written literature and with native speakers in a socially acceptable manner in a variety of simple and complicated situations. A variety of authentic materials are used, such as short stories, plays, newspapers, magazines, videos, television and radio broadcasts, and interviews.
Sanskrit
In this  course students are introduced to the structure of classical Sanskrit. The object of the course is to develop a reading ability in the classical language. The course has reading a section of the epic Mahabharata, including the Bhagavad Gita, some short pieces from works of Indian philosophy such as Yogasutra and Buddhist sutras, and stories from the Hitopadesha.
Persian
This course aims to develop linguistic skills - listening, speaking, reading, and writing - through the study of authentic aural, written, and visual texts and through in-class communicative activities; and to develop an understanding of Persian as a grammatical system.
Problems of Indo-Aryan Linguistics
Linguists generally recognize three major divisions of Indo-Aryan languages: Old, Middle, and New (or Modern) Indo-Aryan. This course will study these divisions, which are primarily linguistic and are named in the order in which they initially appeared, with later divisions coexisting with rather than completely replacing earlier ones.
History of Ancient Indian Literature
An introductory course designed to acquaint students with the great works of Ancient Indian literary tradition. A major part of this tradition was written in Sanskrit. The earliest form of that language was brought to India by the Aryans probably sometime in the middle of the second millennium BC and is called “Vedic” Sanskrit. It is the language of the Vedic hymns, especially those of the Rig Veda. This language developed over the course of time until around the 4th century B.C., when it was fixed by the famous Sanskrit grammarian Panini. This form of Sanskrit, in which most of the later literature is written, is commonly referred to as “Classical Sanskrit”. Thus, in one form or another, Sanskrit has had an unbroken literary tradition for over 3,000 years. It is this rich and vast literary, religious and philosophical, heritage which will be introduced in this course. In addition students will work with excerpts from the Jain and Buddhist Canons written in Prakrits and examples of Tamil poetry. Selections from the Vedic literature, classical drama, epics, story literature and lyric poetry will be studied in English translation.
Some Problems of Indian Literature
The focus is on the study of India’s Literature including the literature of Northern India, Tamil Literature, and Buddhist etc. It also studies the influence of Sanskrit language and European language on the Indian literature and other Indian languages.
Persian Literature in India
The knowledge and analysis of Indo-Persian literature is still severely limited by the difficulties of access to the enormous amount of manuscripts conserved in the Indian libraries. Moreover, only a relatively small number of studies have been devoted to Indo-Persian literary topics, particularly when compared to the magnitude of the literature itself. However, the originality and importance of Indian contribution to the history of Persian literature, which is to be seen in almost every branch of literary production, deserves further and more thorough researches.
Topical Issues of Indology
The aim of this course is to provide a multifaceted introduction in the different aspects of indological studies. In this course, one acquires an overview about the languages and literature of South Asia specially Sanskrit, Pali and Prakrit as also about the fundamentals of religious traditions like Hinduism, Buddhism, Jainism and the other vedic ritual traditions. A few introductory topics on indological research areas, different approaches and methodology e.g. Manuscriptology, Ethno-Indology etc. are also covered.
Some Problems of the History of India
This course offers a sweeping survey of Indian history from its ancient civilizations to the formation of the modern nation-states of South Asia. Particular attention is put on the changing conditions of everyday life, the development of religious thought and practice, the evolution of political ideology and action, and the making of India’s diverse social orders across time.  The course will introduce students to the methods of historical practice, including primary-source analysis, historical writing, library and research skills, and public history.
Dardic and Nuristani Peoples
Though Dardic and Nuristani languages are considered by the majority of linguists as two separate groups of languages, they are very close in structure and in vocabulary, and can be described together. Moreover, they have common origin and they are both spoken in one mountainous region in the Gindukush mountains. In fact, Dardic and Nuristani languages originate back to the Indo-Aryan branch of the Indo-European family. Nowadays their speakers, mainly peasants in Northern Afghanistan, Pakistan and India, make about 4 million people (Dardic) and 150 thousand people (Nuristani).  The course is an introductory overview of these languages.
Some Issues of the Ethno-demography of India
This study deals with the demographic aspects of the tribal population of India and relates these aspects to the social and economic situation of the tribes to explain the variations. The tribal economy is still at such a low level that each family member, including children, must work. The course will study these issues.
Some Issues of the Indian Ethnography
Over the last years trained anthropologists have conducted extensive ethnographic fieldwork in India. In this time span, anthropological discourses about Indian society have developed their own specificity, while at the same time the anthropology of India has also had a profound impact on the discipline as a whole. This course provides a critical overview of the general theoretical perspectives that have been employed by anthropologists and that have been developed on the basis of their ethnographic experiences.
Ethno-political Conflicts in the Indian Subcontinent
India is characterized by having more ethnic and religious groups than most other countries of the world. Aside from the much noted 2000-odd castes, there are eight “major” religions, 15-odd languages spoken in various dialects in 22 states and nine union territories, and a substantial number of tribes and sects.
The course will have an emphasis on three ethnic or religious conflicts: two occurred in the states of Assam and Punjab; another, the more widely known Hindu-Muslim conflict, continues to persist. The Assam problem is primarily ethnic, the Punjab problem is based on both religious and regional conflicts, while the Hindu-Muslim problem is predominantly religious.
Some Problems of Indian Religious and Mythology
Premodern India produced some of the world's greatest myths and stories: tales of gods, goddesses, heroes, princesses, kings and lovers that continue to capture the imaginations of millions of readers and hearers. In this course, we will look closely at some of these stories especially as found in Purana-s, great compendia composed in Sanskrit, including the chief stories of the central gods of Hinduism: Visnu, Siva, and the Goddess. We will also consider the relationship between these texts and the earlier myths of the Vedas and the Indian Epics, the diversity of the narrative and mythic materials within and across different texts, and the re-imagining of these stories in India's vernacular languages as well as in the modern world.
Zoroastrians in India
Zoroastrianism was once considered one of the great world religions. In this class we will survey the history of the Zoroastrian religion from its origins in ancient Iran to the present. Though today Zoroastrianism constitutes a very small community located in Western India (the Parsis), Central Iran, and increasingly, the global diaspora, it was the state religion of the Achaemenid and Sasanian Persian empires, Zoroastrian thought had impact on the Classical, Jewish, Christian, and Islamic traditions. In later centuries, Iranian and Indian Zoroastrians interacted with the Islamicate and Sanskritic forms of learning around them to re-articulate new forms of religious identity. We will discuss such themes as the transmission of sacred knowledge, the nature of good and evil, the practice of ritual, the impact of colonial modernity, and the effects of diaspora.
Islam in India
Survey of Islamic culture (faith systems, literature, music, art) on the Indian subcontinent from the early modern period to the present, with a focus on conflict and relations between Muslims and non-Muslims, and between majority and minority Muslim groups.
Some Issues of the Indian Culture
This course is an introduction to modern Indian culture and society through films, documentaries, short stories, novels, poems, and journalistic writing. The principal focus is on the study of major cultural developments. The focus will be on the transformations of gender and class issues, representation of nationhood, the idea of regional identities and the place of the city in individual and communal lives. The cultural and historical background will be provided in class lectures.
Folk Medicine as Part of Indian Traditional Culture
This course provides a framework for the investigation of several traditional health care systems by examining some of India’s basic social, economic, cultural and legal paradigms. It considers India’s rich and ancient philosophical traditions that include theories of health, healing, and medicine. These traditional health care systems are both widely practiced and receive government support today. The primary focus is on the systems of Ayurveda, Yoga, Unani, Siddha, and Homeopathy in Delhi, Himachal Pradesh, and Uttarakhand, and ethnic-traditional healing in the states of Uttarakhand and Himachal Pradesh. Several fundamental questions form the academic themes that run through the course.
Problems of Indian Philosophy
This course is a historical and thematic introduction to India’s major philosophical traditions. We begin by examining some of the narratives that have been offered as “Indian philosophy” itself and posing questions that will frame our discussion over the rest of the course. We will then begin a very selective survey of Indian philosophy: approximately every week we will look at a representative set of themes and questions from a particular historical context. Throughout the course, we will discuss the differences between an older and fundamentally doxographic model of Indian philosophy that envisages static “schools”, each with a set of “positions” on a shared list of topics, and a newer model that depicts dynamically interacting “systems” and focuses on argumentation and debate. Toward the end of the course we will examine the wider contexts of philosophical debate in India and its role in constructing and deconstructing cultural, religious, and ideological unities.
Some Problems of Anthropology and Genetics of the Peoples of India
The origins and affinities of the 1 billion people living on the subcontinent of India have long been contested. This is owing, in part, to the many different waves of immigrants that have influenced the genetic structure of India. In the most recent of these waves, Indo-European-speaking people from West Eurasia entered India from the Northwest and diffused throughout the subcontinent. They purportedly admixed with or displaced indigenous Dravidic-speaking populations. Subsequently they may have established the Hindu caste system and placed themselves primarily in castes of higher rank.
Integration Processes in the Indian Subcontinent
The political integration of India established a united nation for the first time in centuries from a plethora of princely states, colonial provinces and possessions. Despite partition, a new India united peoples of various geographic, economic, ethnic, linguistic and religious backgrounds. The process began in 1947, with the unification of 565 princely states through a critical series of political campaigns, sensitive diplomacy and military conflicts. India was transformed after independence through political upheaval and ethnic discontent, and continues to evolve as a federal republic natural to its diversity. The process is defined by sensitive religious conflicts between Hindus and Muslims, diverse ethnic populations, as well as by geo-political rivalry and military conflicts with Pakistan and China. These developments will be studied during the course.
India in the System of International Relations
The course will focus on questions in the areas of international relations, Indian political system including Indian constitution, Indian foreign policy, Indian politics, Indian economy, current affairs of national and international importance.
Some Problems of the Economy of India
During the course the following issues will be discussed: history of development and planning, federal finance, poverty, unemployment and human development, agriculture and rural development strategies, India’s experience with urbanisation and migration,  industry, labour, foreign trade, money and banking, inflation, budgeting and fiscal policy.
Economic Issues of the History of Armenian-Indian Relations
The mutual economic, cultural and scientific relations and ties between Armenians and Indians are of long standing. They originate before our era and continue in our own days. They intensified as the first Armenian settlers set foot on the hospitable land of India where they won the affection and respect of the Indian people and presently began to enjoy the patronage of the local authorities.
It is but natural that this age-old friendship and relationship should be reflected in Armenian historiography and sources of origin. Manuscripts in profusion on the history of India and the Armeno-Indian relations have been preserved in the repositories and archives of Armenian manuscripts and documents in Yerevan, Venice, Vienna, Jerusalem, New Julfa and other cities. Those unpublished writings have not so far been handled for special study. This course deals for the first time with these sources relating to the history of India. A number of problems on the relationship of the Armenians and the Indians are touched upon in outlines of the history of the Armenian people or in writings treating of Armenian communities in India.
Methodology of Cognition
The course will analyze how to design a behavioral study in cognitive science, how to choose the correct research design and basic terms in research methods (reliability, validity). It will emphasize problems and fallacies in research, both in the statistical and the methodological level, and will acquire skills for critical assessment of empirical studies.
Moreover, this course aims at improving oral and written presentation skills that are vital for cognitive scientists. How does one write an abstract, a methods section, or a results section for an empirical paper? How can experimental results be presented most effectively? What are good strategies for dealing with reviewers’ comments when revising a paper? How does one write a review? What is important to keep in mind when writing a research proposal? What makes for a good oral presentation?   
History and Methodology of Area Studies
This course helps students make research topics, questions, and theoretical problems materialise in tangible research activities. How can you make ideas work? What will you actually be doing in your project? How do you explicitly shape relationships between theory on the one hand, and everyday research practices, on the other? The course will address important epistemological concerns and related practices, toward familiarity with the broader spectrum of methodological approaches on which your research is located.
The course will have sessions on key notions and sessions on key methods taught by scholars in areas such as history, visual studies, literary studies, anthropology, and archaeology.