संस्कृत की दुनिया : कौशलम् न्यास kaushalam.trust@gmail.com sanskrit ki duniya

रत्नागिरी -- संस्कृत बैठकीची यादी

2012-01-21T22:31:00.000-08:00

Actions so far

2011-12-02T22:37:00.000-08:00

MOU with IGNOU -- pending with me
RSS -- sending proposal once again on 20 scholars -- pending with me
RSS -- another proposal for Jan seminar
Website -- giving to professionals
ONGC -- to send the proposal -- pending with me
RMVS -- proposal for SSA, Stickers, broture
back side of certificate -- pending with sujay
certificate printing -- arvind yadav
letter to AG and BS --pending with vrunda
Discussion with Bhau Chaskar, Vasanti Vaidya, Vijay Nagarkar-- pending with me

इन्स्क्रीप्ट क्लास परीक्षा पद्धत-

2011-10-13T10:42:00.000-07:00

इन्स्क्रीप्ट क्लास परीक्षा पद्धत-
उद्देश--परीक्षेमधे मुख्य भर संगणकावर इनस्क्रीप्ट पद्धतिने टायपिंगचे परीक्षण करण्यावर असेल.
संगणकाचे जुजबी ज्ञान तपासले जाइल.
स्वरुप- वेळ- ४५ मि. गुण-१००
टायपिंगसाठी-२० मि, (८०गुण)प्रत्येक मुलाला एक उतारा दिला जाईल.नंतर टायमर चा उपय़ोग करुन प्रत्येकाचा वेग तपासला जाईल.चुकिचा शब्द मोजला जाणार नाही. मार्क देण्याची पद्धत खालीलप्रमाणे-
१-५ प्र. मि.- २० गुण
५-१० प्र. मि- ४० गुण
१०-२० प्र. मि- ६० गुण
२० व अधिक- ८० गुण
संगणकाचे जुजबी ज्ञान-(२० गुण) लेखी परीक्षा
संगणकाच्या विविध भागांची माहिती.

Dr. Madhukar Anant Mehendale – A biographical sketch

2011-09-23T02:11:00.000-07:00

Dr. Madhukar Anant Mehendale – A biographical sketch
Nearly seventy years back a family legend travelled from Deccan College (DC), Pune, to Navsari, then back to DC, then two interludes – one to Germany and other to USA – and back to DC, then to Bhandarkar Oriental Research Institute (BORI) Pune for nearly 25 years, and by this time the family legend had long since become a world-class legend. The Sanskrit lovers and Sanskrit scholars world over know Dr. Madhukar Anant Mehendale for his mammoth work on “Dictionary of Sanskrit on Historical Principles” and “Cultural Index of Mahabharata”, not to mention his work on Rock-Inscriptions and Avesta. A scholar in Veda & Epics, Nirukta and Historical Linguistics, he has written over a hundred articles in Sanskrit, English and Marathi and a few books.
Dr Mehendale was born on 14 Feb. 1918 in a small village Harsud in Nimar district of Madhya Pradesh where his father worked in a transferable job as a station master in GIP Railway. After he finished his primary schooling it was decided that for further education he should come to Vadodara (Baroda) to stay with his elder cousin. Here he completed his graduation from Baroda College in 1937 and came to Wilson College, Mumbai for post-graduation. He registered for his Doctoral degree at Deccan College Postgraduate and Research Institute , Pune under Prof. S.M.Katre. The topic for his thesis was “Historical Grammar of Inscriptional Prakrits” for which he obtained his doctorate in 1943. He maintained a first class record throughout. He received scholarship and Mandalik Prize while in Wilson College. His essay on a related topic for competition even won him Bhagwanlal Indraji gold-medal in 1943. His thesis was printed in book form in Deccan College Dissertation Series, in 1948 quickly followed by another book “Aśhokan inscriptions in India” also in 1948.

During this period he had also found a life-partner, Miss Kusum Kashinath Paralikar and had married on 14 Dec 1941. He was an advocate for reducing the jati-bhed and had taken a principled stand to marry outside the strict Kokanastha Brahmin community. On her part, Kusum belonged to a family following Gandhian principles, and insisted on a simple Khadi-clad ceremony without pomp and show. So this marriage had become a topic of discussion for some time. After marriage she completed her studies in Library Science and took up the job of Assistant Liabrarian in DC where she worked for nearly 20 years till her retirement in 1980. In due course of time they got 2 children who grew up to be Col. Pradip (now retired) and Dr. Ashok.
In Baroda Mehendales was a big family and known as a family of achievers but Dr. Madhukar was the first to get a doctoral degree and become the family legend. Soon he joined as Lecturer at Basaveshwar College Bagalkot (karnatak) but came in 1945 to SB Garda College Navsari (Gujrat) as a Professor in Sanskrit and worked there till 1951. He started writing scholarly articles on various topics relating to Vedas and other Sanskrit Granthas, a practice he has followed till date.
In 1951 he came back to DC as a Reader in Sanskrit and became Prof in 1958. He taught Sanskrit and Linguistics at the Pune Univ. and guided research Students. Soon thereafter he was invited as a visiting lecturer by the Goettingen University in Germany for the period 1952-54. Prof. E. Waldschmidt there was working at the instance of GOI to complete the unfinished work of the German scholar Heinrich Lüders on Prakrit Inscriptions. Prof. Waldschmidt was requested to work on the Barhut inscriptions found on the gateways of a Seventh century Buddhist stupa at Barhut, a village in Madhya Pradesh sometimes attributed to the kings of the Sunga Dynasty. These Inscriptions are in Brahmi Script. Prof Waldschmidt desired the assistance of Dr. Mehendale. Thus apart from teaching Indian Languages, Dr. Mehendale also assisted in the completion of the work of Barhut Inscriptions which was published in 1963 in the series Corpus Inscriptionum Indicarum. More editions are now published in 1998 in Multiple languages.

Coming back to DC, he continued his teaching profession, his arduous routine of self-study and his writings. In between, he received Senior Rockefeller Foundation Fellowship for 1957-58 and went to the Yale Univ in the USA where he studied “Ashwina- hymns”. Coming back once again to DC he continued to work as a teacher and published some more work. Between 1961 to 1980 he guided 12 Ph.D students. He received Maharashtra State Award for Univ. level Teachers in 1976. In 1973 he was entrusted with the additional responsibility of Joint General Editor of the Sanskrit Dictionary for which Prof. A. M. Ghatage was the chief editor. Dr. Mehendale gladly undertook the responsibility. Though he retired from his job as a professor in 1978, he continued to work on Project Dictionary till 1983 – that is till the age of 65.
“Dictionary of Sanskrit on Historical Principles” is a gigantic task. It was not just a compilation of words but had its own challenges out of which, as per the editors, two were most important. First, these words had been used over several millennia and had acquired different shades in different era. Hence the ability to go back to the Vedic period, to understand and fix the vedic meaning as a base and next to go on comparing its usage in different ages, was the challenge. Many commentaries of the old seers as well as of modern scholars had to be referred to. Only experts with a firm knowledge of Vedas and the classical Sanskrit, coupled with a vast reading of various available commentaries could guide such a work. Second, the Dictionary was being compiled in English language. How do you describe a word that has a complexity of its own in a different language and yet convey the nearest possible meaning? This was possible because of Dr Mehendale’s mastery over German and English languages too.
Working on the Dictionary Project, the Ghatage-Mehendale duo managed to get an output of nearly 300 oversized pages of text per year. They had a 40-scholar strong team who would compile the information but it had to stand to the scrutiny of Dr. Ghatage and Dr. Mehendale. Problems would be often referred to them and they would always provide an accurate insight. Publication of these Fascicules has given a definitive reputation to DC. The importance of nearly 4000 pages published by them can be understood from the fact that scholars have estimated this as only one-tenth to one-twentieth of the total work involved. Although the available manpower is now less and consequently the work has now fallen in speed, the DC has continued this prestigious project.
On retiring from Deccan College, Dr Mehendale was invited by Prof R.N. Dandekar to join Bhandarkar Oriental Research Institute (BORI) as Editor, “Epilogue of the Mahabharata” and later to work on its prestigious project of “Cultural index of Mahabharat”. By this time, BORI had completed the mammoth task undertaken by it earlier namely, Compilation of the Critical Edition of Mahabharat. BORI was now ready to look back at another great work done on Mahabharata, namely, “An index to the names in the Mahabharata” by Sorensen, the first edition of which was published in 1904. This was an index of names of all persons, mythological and human, appearing in Mahabharata. What was needed was to add the relevance and the role played by that person at that event in whose context his or her name appeared. For example, if the name Dhoumya appears in Aranyaparva, then it is important to add in the index that he was, as referred in that chapter, offering himself as the Purohit of Pandavas during their vanavas. This task was taken up by BORI and the work was entrusted to Dr. Mehendale, who worked untiringly for 25 years, as the Chief Editor of the Cultural Index of the Mahabharata. Very few people would know that he worked completely voluntarily without taking any honorarium, as did many a great scholars contributing their work to BORI. He was able to prepare material for Fascicules which are now the proud publication of BORI in the form of 2 Volumes (in 1997 and 2007 respectively) and 2 more Fascicules of the 3rd Volume. The first two volumes do not have the advantage of Sorensen’s compilation as these two volumes contain the index of names of inanimate objects and non-human characters such as ‘Meru Parvat’ or ‘Gandeeva’ or ‘Takshak’ whereas Sorensen’s work is restricted to personal names. The work on the the third volume is expansion on Sorensen’s work.
The list of published works of Dr Mehendale and the awards conferred on him is quite impressive. Capping them all, in 1990 he received President’s Certificate of Honour and in 1995, Mahamahopadhyaya Dr. P. V. Kane Gold Medal of the Asiatic Society of Bombay for his lifetime work. He Gave Memorial Lectures for 9 prestigious series, including Wilson Philological Lecture. He was conferred Academic Honours as President “Indian Linguistic” Session and “Vedic” at AIOC in 1955 and 1974 and President of BORI in 2007.
His book Madhu-Vidya brought out by Lalbhai Dalpatbhai Institute of Indology is a Collection of his articles, book reviews and essays on Vedic and Classical Sanskrit literature. The compilation has 8 sections. The section on Vedas has 35 articles, the Iranian section has 12, those on Pali & Prakrit, Linguistics and Mahabharata are 14 each, book reviews are 53, Miscellaneous 8 and obituary 3. This gives a glimpse of the range of his writing. Titles like (a) Ekavit in the Vedic Literature (b) Abode of “Mitra” (c) Satyameva Jayate Nanritam (for American Journal of Oriental Society) suggest the complexity of these articles.
Another book Makaranda -- a Festschrift (Abhinandan grantha) in honor of Dr. Mehendale, comprises research papers written by great scholars in English and Sanskrit on Vedic literature. Its foreward quotes “We are happy to publish this felicitation volume for Prof Dr M.A. Mehendale, distinguished and world-famous scholar, whose contributions in the field of Sanskrit, Prakrit and Avestan studies are outstanding and whose association with the institutes of great reputation like Deccan College and Bhandarkar Institute is decades old. We hope and believe that the scholars in the fields in which he has been for many years working will welcome this publication.” Such type of felicitation is quite rare and is a testimony to the important work accomplished by him.
Most of his books have been printed in multiple editions and are held by renowned liabraries world over. Here is a list of some selective works ---
Books of Dr. M.A. Mehendale held by liabraries world-wide
Historical grammar of Inscriptional Prakrits -- 1948 , English -13 editions -57 libraries.

Aśokan inscriptions in India : a linguistic study, together with an exhaustive bibliography 1948, English-2 editions - 29 libraries .
Barhut inscriptions / Corpus inscriptionum Indicarum – publ.by ARCHAEOLOGICAL SURVEY OF INDIA
-- edited by H. Luders ; revised by E. Waldschmidt and M.A. Mehendale– 1963, English -4 editions - 65 libraries.

Nirukta notes: series I –1965, English -6 editions - 42 libraries.
Nirukta notes : series II –1978, English-3 editions - 3 libraries.

Veda manuscripts – 1964, English -1 edition - 3 libraries.

Catalogue of Sanskrit manuscripts in the Deccan College Postgraduate and Research Institute, Poona -- 1965, English and Sanskrit- 3 editions - 36 libraries.

Some Aspects of Indo-Aryan linguistics -- 1968 English -6 editions - 61 libraries.

Studies in historical Sanskrit lexicography –1973, English -7 editions - 59 libraries.

Dictionary of Sanskrit on historical principles : specimen fascicule Jointly with Dr Ghatage -- 1973 , English -2 editions - 6 libraries.

Reflections on the Mahābhārata war 1995, English- 4 editions - 43 libraries.

Mahābhārata, cultural index Vol I -- (Comprehensive subject-wise index to the cultural information available in the text of Mahābhārata.) 1997, English -8 editions - 47 libraries.

Madhu-vidyā : collected papers (-Collected articles, book reviwes and essays on Vedic and Classical Sanskrit literature) -- 2001, English -2 editions-36 libraries.

Prolegomena on metre and textual history of the Rgveda (Metrische und textgeschichtliche Prolegomena, Berlin, 1888 / Hermann Oldenberg) ; translated into English alongwith V.G. Paranjape, 2005
Marathi books –

Rigveda Samhitakara ani Father Esteler- 1976
Marāṭhīcā bhāshika abhyāsa --1979, Marathi -2 editions - 9 libraries.
Prāchīna Bhārata : samāja āṇi sãnskr̥itī (Critical articles, chiefly on the Mahābhārata, and a few on ancient Indian civilization). -- 2001, Marathi 1 edition - 7 libraries.
Vaidic vagmayantil prashnottare Compilation - 1980
Varunvishayak vichaar Based on the two volumes on Varun by Prof. Luders Rigvedsara Translation from Selective Compilation of Hymns by Vinoba Bhave -1982
Game of Dice in Ancient India -1990
Gatha Jarthushtrachya aani yasnya haptanhaiti Translation along with Saanskrit Parallels
Eka shodha svatahcha bhavanika santulana bighadalelya eka atibuddhimana mulaci hrdayasparsi katha / Vharjiniya Ema. Eksalina ; Translation alongwith Sanjaya Oka. 2006
Finally, with his accidental fall and hospitalization in 2009-10, he decided to stop his work at BORI. He now spends time for his own reading and playing with grand-children. The happiness he derives from children can be understood from the fact that he even translated the world-famous novel “The Little Prince” from French to Marathi, a subject far away from his routine of scholarly Sanskrit texts.
As the editors of Makaranda describe him – “In Prof Mehendale, we were meeting an academic of great stature, we found him not only an humble yet dignified and a pleasantly communicative scholar, but also serene, soft-spoken, and forthright as well as fearless, a rare combination of several desirable facets for any scholar of outstanding merits and distinction…….” His family members, and friends add another quality – “very considerate and taking extra efforts to maintain sweet relationship”.
After his 93rd birthday, his friends and followers only wish to have him amongst them for many more years so as to get the benefit of his scholarly words.
----------------------------------------------------------------------------------------- Special Lectures
1966. Wilson Pholological Lectures, University of Bombay
1975. Kaushik Lecture Series (no.18), S.P. College, Pune.
1789. Bhau Vishnu Ashetekar Vedic Lectures, University of Pune.
1985. Dr. P.V. Kane Memorial Lecture
1987. Dr. H.R. Divekar Memorial Lecture
1988. Padmavati Pratishthan Lecture Series
1990. Prof. G.K. Bhat Memorial Lecture
1991. Prof. A.G. Manjgrulkar Memorial Lectures
1994. Dr. R.S. Walimbe Memorial Lectures
Researches Guided
(i) for Ph.D., Poona University “:
1961. “Linguistic Analysis of Koli – A Dialect of Marathi”
(-Smt. Suhasini S. Laddu)
1962. “Indo-Aryan Elements in Cankam Literature”
(-Shri S. Vaidyanathan)
1963. “Epic Syntax” (-Shri K. Meenakshi)
1964. “Language of Yaska’s Nirukta”
(-Shri Mantrini Prasad)
1967. “Evolution of the Sanskrit Language from Panini to Patanjali (with reference to the krt of Primary Formations)” (-Shri S.D. Laddu)
1971. “The Maitrayanai Mamhita – its Ritual and Language” (-Shri T.N. Dharmadhikari)
1973. “Agastya Legends – A Historical and Cultural Study” (-Shri M.N. Boardikar)
1974. “Comparative Study of Three Gujarati Dialects;
Surti, Charotari and Kathiawadi”
1975. “Fables, Parables and Moral Tales in the Mahabharata” (-Shri Palat Raut)
1978. “The Concept of Vac in the Vedic Literature”
(-Smt. Pratibha G. Deshmukh, now Pratibha M. Pingle)
1980. “A Descriptive Study of Tarai Nepali”
(- Shri D.C. Gautam)
(ii) For Ph.D., Ravishankar University, Raipur, M.P. :
1973. “Panini sa Patanjali tak Samskrt ka Vikas
Taddhita Pratyayom ke Adhar par” (in Hindi)
(“Development of the Sanskrit Language from Panini to Patanjali, with reference to the Secondary Formations”)
(-Smt. Manisha Pathak)
(iii) For M. Phil, Tilak Maharashtra Vidyapeeth, Pune :
1996. “Oldenberg yanca Akhyana-Siddhanta” (In Marathi) (“The Akhyana Theory of Oldenberg”)
(-Smt. Usha Barve).

Academic Honours
1955. President, “Indian Linguistics” Section, 18th Session (Annamalainagar), All-India Oriental Conference
1974. President, “Vedic” Section, 27th Session
(Kurukshetra), All-India Oriental Conference
1979. President, Linguistic Society of India
1996. President, Sanskrit Literature & Linguistics” Section,
Brihanmaharashtra Prachyavidya Parishad, 1st Session, Pune.
Awards.
1975. Maharashtra State Award for Teachers (University Level)
1990. President’s Certificate of Honour (Sanskrit)
1996. MM. Dr. P.V. Kane Gold Medal for 1992-95
(The Asiatic Society of Bombay)
1997. Guru Gangeshvara National Veda-Vedanga Award (Nashik)
1997. Pandit Rajaramsghastri Natekar Award (Pune)
1997. Purushottam Award (Late Mrs. Jayanti Wasudev Trust, Sangli)
1998. Prof. N.R. Phatak Memorial Award (Pune)
1999. Shreemanta Nanasaheb Peshwe Religious and Spiritual Award (Shree Devadevshwar samsthan, Pune).

ग्रहदशा

2011-09-18T21:21:00.000-07:00

आ चं भौ रा गु श बु के शु । आ (रवि) भौ (भौम)
आछै, चंदस, मंगल सात
राहु अठारा,गुरु सोला, तो शनी उन्नीसा
बुध सतरा और केतु सात तो
शुक्र बीस से भये सौबीसा।

Using Modern Media for Promotion of Sanskrit

2011-09-08T21:00:00.001-07:00

Using Modern Media for Promotion of Sanskrit

Abstract: Sanskrit is today at cross roads. Mentioned in the Indian Constitution as one of the Modern Indian Languages, the Sanskrit speaking population in the country was only 10,000 as per the 2001 population census. Yet there is a need to sustain the currency of Sanskrit at various levels given that it is the Mother language of a majority of Indian languages, its rich literature could still hold attraction for many a readers, it is a fountainhead of much of our culture and, most important, its study at a deeper level has a lot to offer to modern Indian knowledge, be it Ayurveda, Yoga, Music, Grammar, Philosophy, Mathematics and even IT.

Traditional methods of retaining the currency of Sanskrit, let alone enhance it, have their own limitations. An essential feature of these methods is their insulation from modern tools and communication avenues. This article therefore strongly argues in favour of using these techniques and methods and looks at the policy initiatives that will be necessary to support such efforts. These techniques will have follow to parallel processing approach given the diverse nature of the audience interested in Sanskrit e.g. those engaging with it at a very basic level, those doing it at a deeper level of understanding and enjoyment, those using it in livelihood mode and those engaging with it in a professional manner leading to research and enhancement of the state of current knowledge. At one level the scholars of the language may have to learn the state of the art IT methods while at the other those at the forefront of professional pursuits will have to be fast-tracked into acquiring knowledge of the language with nuances relevant for their purpose.

While methods like telecast or broadcast will address certain issues, use of tweeter, U-tube, audio-visual learning and archiving, specialized blogs catering to various subjects will address more nuanced requirements. What we need is a policy and support environment that maximizes such efforts and a facilitating structure that takes modern communication methods to this ancient yet living language.

It is expected that this article will generate a vibrant debate on the use of modern IT and communication tools for increasing the usage of Sanskrit and inform the policy-makers of the concrete steps needed in this direction.
-------------------------------------------------------------------
Sanskrit is not just a language but an inexhaustible treasure of knowledge. If we allow this to be lost we will be swept backward in the pursuit of knowledge. Sanskrit is mentioned in the 8 th schedule of Indian Constitution as one of the Modern Indian Languages. According to the 2001 census, the Sanskrit speaking population was only 10,000 which is far less than population figures in 1951. The language is classified as non-regional. So, theoretically, it is the heritage of everyone and belongs to everyone, but in practice it belongs to none. Such a reality should start worrying anyone who is keenly associated with Sanskrit. Govt. of India as well as many state governments have found it fit to close down or de-subsidize erstwhile Sanskrit institutions on the ground that it is a dwindling language.

There is a redeeming feature though, for us to cash upon. If we pick up the dictionaries of All Indian languages, (and also the dictionaries of few other Asian languages such as Nepali, Sinhali, Thai, Combodian Indonesian) we find that 70-80 percent comprise Sanskrit words. The number of Sanskrit manuscripts collected from all over India and of the available Sanskrit texts is humungous. Thus there is a huge treasure of knowledge that we need to explore. But then, are we at the brink of losing this invaluable treasure for non-availability of Sanskrit scholars, adequate Sanskrit speaking population and adequate efforts and funding from Govt.?
Inclusion of the language in the 8th schedule list meant that the language was entitled to representation on the Official Languages Commission and there is an added significance that the Government of India is under obligation to take measures for the development of the language, such that "they grow rapidly in richness and become effective means of communicating modern knowledge." But no adequate efforts, plans or schemes are in sight.
In addition, a candidate appearing in an examination conducted for public service at a higher level is entitled to use Sanskrit as the medium in which he or she answers the paper. Over the last 20 years such a number has dwindled too. However, there is no Govt. department or Institution whose mandate includes promotion of Sanskrit. The CIIL, Mysore (Central Institute of Indian Languages) has a mandate to “Work for Integration of Indian Languages Except Sanskrit and Hindi.
Recently Uttarakhand has emerged as the only state to declare Sanskrit language as “Other officially recognized languages”.

This much for the legal and official status of the language. What is the position of teaching-learning?

The traditional methods available for promoting Sanskrit are scholastic, syllabus-oriented and formal. There are 18 Sanskrit Universities in India, and one Rashtriya Sanskrit Sansthanam which runs as an Apex organization for nearly 40 school-level and partly college-level Sanskrit institutions. However, with Sanskrit getting out of the syllabus of most of the Matriculation Examination Boards, the adequate feeder population will not be available.
Thus in last 10 years we have come to a peculiar situation as in this graph which indicates a mismatch between infrastructure for higher and feeder levels

This brings us to the need of supporting the academic methods by informal methods, particularly use of media, such as TV and Radio channels, Internet, U-Tube, Social Networking Sites, Portals, Events and Print Media.

This article discusses these methods, with questions such as --
Why use the modern media and How ? What policy guidelines will be needed /helpful ? What are the Do’s and Don’t’s ? What is the importance of effective Feedback and how to ensure that ?

People interested in Sanskrit are of 4 categories –
· Peripheral learners, students etc who want some shlokas, some quick-learning lessons, a bit of grammar, and vocabulary so that when they read a small passage, they can savor its beauty and contents. This emotional attachment is the key to preserve our Unity in Diversity and must be adequately catered to.
· Somewhat deep learner, not very keen on language itself but wanting to know from the vast treasure of knowledge-contents in Sanskrit. Such knowledge is sometimes found preserved and available only by a select few. Hence the need to address a larger audience.
· Great scholars, keen on attaining further heights as well as giving their acquired wisdom to others, researchers, institutions etc.
· Those who can combine this treasure of knowledge with modern sciences to generate and carry out Research Ideas.

Graphically these 4 categories can be represented on a IE-graph –

Let us look at a parallel from Agriculture and Forestry where a “broadcasting method” of sowing is often used. What does it mean? It means that when you have a vast area to cover under sowing, your man-power and time at hand are limited, and you can afford to suffer some wastage of seed, then rather than sowing each seed separately, in a carefully dug and prepared pit, you just throw millions of seeds, thereby covering vast areas in far less time and leave it to the exigencies of land and weather conditions to decide how many seeds will germinate.

The methods of TV and Radio are like this broadcast technique of sowing.

Now we come to those 6 questions –
Why use the modern media
and How ?
What policy guidelines will be needed /helpful ?
What are the Do’s and Don’t’s ?
What is the importance of effective Feedback and
how to ensure that ?

I am ignoring the question why promote Sanskrit -- for its obvious answers such as
1. If Indians don’t promote it then who will?
2. Sanskrit has a huge treasure of knowledge waiting to be explored.
3 People are emotionally attached to it and hence it is the symbol of our national integration.
4. A large number of Western scholars are learning it, collecting manuscripts and carrying out research. So we must not be left behind.
etc etc.

I first go to the question “Who is using modern media, to What extent and How?”
For Sanskrit, the most widely used medium today is that of blogs and Web-site. They are available in large numbers and even blog-catalogues and blog-aggregators are being created. Web-site is another tool used by almost all reputed institutions. These are also being inventorised.

Proposal 1 -- Can we have frequent events such as bloggers’-meet, seminars, blog-competetion, etc?

However we need a much bigger platform where all the scholars and institutions can network and achieve a free exchange and rapid spread of this knowledge. This can be provided only by broadcasting channels.

Among TV channels, Doordarshan has a few programs such as daily 5 min. news bulletin and a weekly program of school level Sanskrit learning produced by RSS (Occasionally supported by Sanskrit Bharti). The All-India Radio has more hours – by way of news, teaching programs and literature appreciation. The news bulletins are getting archived on web-sites and are good tools for preparing future batches of news-readers. On private Radio and TV, the presence of Sanskrit is almost nil.

The presence of Sanskrit on TV-Radio media needs to increased many-folds. A far more effective approach is of a serial. A weekly serial ensures continuous presence before viewers offering tremendous flexibility to them, thus avoiding to make demands on their time – they may find it very interesting and hence participate or show a lukewarm interest or relish the entertainment and forget or ignore to see, but it will all be their wish. They can revert to it at any future occasion.
The serial would establish a network among all those who are doing good work for Sanskrit. and ensure flow of the treasured knowledge to appropriate recipients. It can also discover knowledge-treasures lying in some hidden corners and hitherto unavailable.

A typical weekly serial for 1year duration will cost a modest budget of about Rs 2 crores.

An associated portal offers archival and participatory support. For feedback, SMS and emails are quick-response, short-time methods whereas portal has a long-term potential for feed-back.

Here is a schematic diagram showing the possibilities. Programs based on Dharohar (Heritage), and Career-progression, those promoting events like Stotra-Gayan, and those generating research ideas, revalidation-experiments and networking are some suggestions.

Why would the youth learn Sanskrit? With MNCs wanting to capture Indian market and also trying to source their raw-material and production from India, they need a middle-management that can deal with both customers and workers in Indian languages. They would need to use icons, symbols and philosophies which are essentially Indian. Hence the knowledge of Sanskrit and its treasures of wisdom is necessary. Even from a sheer view-point of market-economy, promoting Sanskrit on Media makes sense.

Involving Senior citizens to once again establish the tradition of story-telling to build up the bond between them and their third generation is yet another strategy which we can begin with the stories of Mahabharat and Ramayan, the world’s largest epics.

For the input side of the TV-Radio media as well as on their own, we must use following techniques more frequently
a) Events b) Writer’s workshops c) Seminars d) Print media e) Publishers f) Liabraries etc.

Proposal 2 – Plan for a far bigger presence on the channels. Ensure that they are
a) Informative - about the treasure of knowledge and the experts working on them.
b) Educative - giving lessons in a creative and entertaining way.
c) Archival
d) Guides about career avenues .
e) Identifies research ideas, the laboratories and sources of funding.

Among other modern techniques, video and audio conferencing are in use in a small way – mostly where the recipient group is located abroad. But there is no cataloguing of these, so the benefit is restricted to a small number - say 10 or 20 per session.
Proposal 3 – With little support these lessons can be uploaded on U-Tubes and an effective networking among all the conferencing groups can be achieved.
The tradition of text communication through the Shruti method has been practiced in this Country for many thousands of years. The practice of communication through written text has come much later but with an advantage of retaining for much longer period and random accessibility at any time even to third parties who is not part of the “Teller-Listener” theme. The possibility of putting audio text on internet combines the advantages in both the methods of communications namely the Shruti Parampara and the Lekhan Parampara. We have yet to make full use of this technology to revive our age-old Shruti Parampara. Such a revival is very necessary because the communication losses in the Lekhan Parampara are far more. In Shruti Parampara the losses are kept at a minimal through such practices as a “Ghanpaath”. But the real advantage of shruti parampara is the proximity of Guru and possibility of instant correction of error by Guru. Audio storage of the Sanskrit text on the internet will have a trade off between quick-time approach and errors in learning. On a TV serial the errors can be corrected by a Guru-Shishya team. The possibilities are enormous.
Above are some details through which I have tried to emphasize the need of using modern tools to promote Sanskrit. They will no doubt need a strong support from community which, undoubtedly, will be available once this perspective is clear. With that expectation and hope, I close this article.
-- Leena Mehendale
Chief patron of kaushalam Trust and Member Central Administrative tribunal, Banglore bench

Synopsis Using Media for Promotion of Sanskrit

2011-08-31T23:30:00.000-07:00

Synopsis
Using Media for Promotion of Sanskrit

Sanskrit is mentioned in the 8 th schedule of Indian Constitution as one of the Modern Indian Languages. The traditional methods available for promoting Sanskrit are scholastic, syllabus-oriented and formal. They need to be supported by informal methods, particularly use of media, such as TV and Radio channels, Internet, U-Tube, Social Networking Sites and Print Media.
This article discusses these methods, with emphasis on TV and Radio, which have similar impact as the broadcast method in Agriculture, namely reaching a vast area in one batch.

Why use the modern media and How ? What policy guidelines will be needed /helpful ? What are the Do’s and Don’t’s ? What is the importance of effective Feedback and how to ensure that ? These are some questions that will be handled here.

Sanskrit has a huge treasure of knowledge –we need to explore it,
People interested in Sanskrit are of 4 categories –
• Peripheral learners, students etc who want some shlokas, some quick-learning lessons, a bit of grammar, and vocabulary so that when they read a small passage, they can savor its beauty and contents
• Somewhat deep learner, not very keen on language itself but wanting to know from the vast treasure of knowledge contents in Sanskrit
• Great scholars, keen on attaining further heights as well as giving their acquired wisdom to others, researchers, institutions etc.
• Those who can combine this treasure of knowledge with modern sciences to generate and carry out Research Ideas.
The informal method can cater to their needs and promote Networking as will be discussed in this article.
--------------------------------------------------------------------------------

ONGC

2011-08-15T10:53:00.000-07:00

माननीय महानिदेशक
ओ. एन .जी .सी.
विषय - राजभाषा और देवनागरी लिपि के संवर्धन हेतु कौशलम न्यास द्वारा चलाए जाने वाले Inscript प्रशिक्षण वर्गोंका ब्यौरा
महोदय,
हम सभीको यह ज्ञात है की ओ.एन.जी.सी. अपना व्यावसायिक उत्तरदायित्व निभाते हुए राजभाषा हिंदी के संवर्धन के बारे में भी सजग है। अतः हमारा एक विशेष कार्यक्रम हम आपके संज्ञान में लाना चाहते हैं।
महोदय, भारत में हिंदी राजभाषा के विकास हेतु अनेक उपक्रम चल रहे है । लेकिन बहुत कम लोग यह महसूस कर पाते हैं कि भाषा का संवर्धन उसके लिपि के संवर्धन के बिना अधूरा है। आजके संगणक (कम्प्यूटर) युगमें जहाँ एक ओर हमें जो भी मिले उसी तंत्रकी सहायतासे संगणक के क्षेत्र में अपना काम बढाते चलना है, वहीं दूसरी ओर यह सजगता भी रखनी होगी कि संगणकके पीछे भागते हुए हम अपनी लिपियाँ ही न गँवा बैठें। लेकिन यह दुविधा इसलिये उपस्थित हो गई है कि बरहा, गूगल और अन्य कई प्रणालियोंमें देवनागरी सहित तमाम भारतीय भाषाओंको संगणकपर लिखने के लिये (की-इन करने के लिये) रोमन लिपीका आधार लिया जा रहा है जबकि कक्षा 1 में सीखी हुई देवनागरी वर्णमाला के आधारपर बनी इनस्क्रिप्ट प्रणाली के माध्यमसे इंग्लिशपर निर्भरता के बिना सरल व सहज रूपसे देवनागरी टंकन सीखा जा सकता है। इसमें न तो बहुत अधिक समय लगता है न बच्चोंको अंग्रेजी सीखने की आवश्यकता पडती है। हाँ, यह विषम परिस्थिति अवश्य है इनस्क्रिप्ट प्रणाली सरकारी है जिस कारण इसकी वकालत या प्रचार करने के लिये कोई आगे आता नही दीखता – या यों कहें कि यदि कोई ठोस प्रयास हो रहे हैं तो उनका कोई दृश्य परिणाम दिखाई नही पड रहा।
इसी बात को ध्यान में रखते हुए कौशलम न्यास, पुणेने देवनागरी लिपि के संवर्धन हेतु Inscript प्रशिक्षण वर्गोंका काम आरंभ किया है । महोदय, हम मानते हैं कि जिनका अंग्रेजी भाषा-ज्ञान अच्छा है, और जिन्हें अल्प मात्रा में ही टंकलेखन करना पडता है, उन्हें संगणकपर हिंदी लिखने के रोमन लिपि आधारित फोनेटिक पद्धति का उपयोग बडा सरल लगेगा। लेकिन भारत के 50 से 75 प्रतिशत बच्चे आठवीं कक्षा तक ही पढ़ पाते हैं और अंग्रेजी का सरलता से उपयोग करने में असमर्थ हैं । उन्हें भी संगणक के माध्यम से आई नई चेतनामें शामिल करना है तो रोमन-निर्भर फोनेटिक पद्धति उनके लिये अनुपयुक्त है।

इस प्रकार हम पाते हैं कि रोमन-निर्भर फोनेटिक पद्धति का ही बोलबाला रहा तो पहले हमारी लिपि और दसेक वर्षों में हमारी भाषा खतरे में आयेगी – साथ ही करोडों नौजवानोंको संगणक के शिक्षा से वंचित रहना पडेगा। इन दोनों परिणामोंसे बचने के लिये कौशलम न्यास ने' देहातोंमे जाकर Inscript प्रशिक्षण का उपक्रम हाथ में लिया है । इनस्क्रिप्ट पद्धति C-DAC द्वारा बनायी हुई एवं यूनिकोड मान्यताप्राप्त पद्धति है, जो भारतीय वर्णमाला पर आधारित है ।
हमने महाराष्ट्र राज्य के रत्नागिरी जिले में चरवेली गाँव में अपना पहला प्रशिक्षण-वर्ग आरंभ किया है, जो केवल एक महीनेमें इन बच्चोंको 20 शब्द प्रति मिनटकी गति तक पहुँचा सकेगा। माध्यम से ये प्रशिक्षण दिया जा रहा है लेकिन इस प्रशिक्षण को जरी रखने के लिए निधि की जरुरत है हमारी जरुरातोंको पूरा करने में आपकी सहायता होगी ऐसी हम अपेक्षा करते है
प्रशिक्षण का ब्यौरा -
1. प्रशिक्षण कालावधि एक महीने का है, हर दिन तीन घंटे पढाया जाता है
2. प्रशिक्षण-वर्ग में अभी केवल एक संगणक उपलब्ध है जिस कारण हमें अपनी पहली बॅच को आठ विद्यार्थियोंतक सीमित करना पडा।
3. एक प्रशिक्षक व एक संयोजक नियुक्त किये गये हैं।
4. प्रशिक्षक का वेतन हर महीने रु -५०००/- तय किया है, जबकि संयोजक की सेवा निःशुल्क ली जा रही है।
5. परीक्षा व प्रमाण-पत्र आयोजन हेतु प्रत्येक विद्यार्थीसे मात्र रु. 250 शुल्क लिया गया है।
हमें इसी गाँव में प्रशिक्षण की व्याप्ति बढ़ाने के लिए २ संगणक आवश्यक हैं साथ ही प्रशिक्षक का वेतन व अन्य खर्च वार्षिक रु. 1,00,000 होगा।
महोदय, हम चाहते हैं कि इस काम को आगे बढाने हेतु हमें चार संगणकों के लिये रु. 1,00,000 व अगले बारह महीनों के खर्च हेतु रु. 1,00,000 इस प्रकार की राशि अनुमोदित करें। इससे हमें राजभाषा हिन्दी व देवमागरी लिपीको आगे बढ़ाने में बहुत आसानी होगी। अतः हमारा यह नम्र अनुरोध है की आपके द्वारा हमें यह सहायता राशि उपलब्ध हो जो हम अगले 12 महीनों तक उपयोग में लायेंगे। साथ ही यदि 1 सितम्बर 2011 से आरंभ होनेवाले हिंदी-पखवाडेके दौरान आपकी संस्थाका कोई अधिकारी हमारे प्रशिक्षण-वर्ग में पधार कर उत्साहवर्धन करें तो हमें अत्यधिक प्रसन्नता होगी।
अपके उत्तर की प्रतीक्षा में
भवदीय,

brochure -- the image, followed by Text

2011-06-25T11:28:00.000-07:00

brochure -- thanks to Yadav/Khadilkar from Sangli
Here is the image, followed by Text of our brochure

Text of the Brochure
ॐ sanskrit is not just a language but an inexhaustible treasure of knowledge. If we allow this to be lost we will be swept backward in the pursuit of knowledge. To know how YOU can contribute to the revival, pl join the campaign. ॐ तत्सत्
Objectives of Kaushalam Trust
1. Preservation of knowledge Treasure.
2. Propagation of language and literature.
3. Learning + Teaching which can be quick and higher.
4. Revalidation of Indian traditions and knowledge (पुनः
प्रस्थापना)।
5. Felicitation and highlight of scholars, institutions, manuscripts family for world to know.
6. To apply modern technology for 1 - 5.
7. Explore Sanskrit as tool for modernity.
8. Apart from literature, Astrology, Ayurveda, Mantra-sound, Environment-cleansing, Geography, Archaeology, Music
(गान, तन्त्र), Economics Toursim, Political Science, Health
Science, Yoga etc.
9. Six system of Philosophy and other prevalent thoughts of
world.
10. Computer related matters and Sanskrit grammer (eg trials by NASA)
Why and What of a TV serial Sanskrit Ki Duniya
No copyright. All ideas, concepts, visions and plans described here are free to all. Anyone can copy, reproduce, preach, assimilate, practice or produce by taking clues from these ideas.
Why a serial
Sanskrit has an intellectual as well as emotional value for Indians.To capture both, a weekly serial will keep our continuous presence before public.

Viewers like it as it offers tremendous flexibility to them, thus avoiding to make demands on their time – they may decide that it is very interesting and hence participate or see with interest and remember and talk to others, or see for entertainment and forget or ignore to see , but it will all be their wish.

Why and what shall we do for Sanskrit through the TV serial Sanskrit ki duniya. ?

1. If Indians don’t do then who will do? Hence our decision
2. Sanskrit has a huge treasure of knowledge – to explore it
3. Father was a Sanskrit scholar, and only when he was no more did we realize what a treasure of knowledge in Sanskrit was lost. There are many more scholars like him, advancing in their age. We must facilitate and ensure the flow of their knowledge to appropriate receipients.
4. People interested in Sanskrit are of 3 categories –
· Peripheral learners, students etc who want some shlokas, some quick-learning lessons, a bit of grammar, and vocabulary so that when they read a small passage, they can savor its beauty and contents
· Somewhat deep learner, not very keen on language itself but wanting to know from the vast treaure of knowledge contents in Sanskrit
· Great scholars, keen on attaining further heights as well as giving their acquired wisdom to others, researchers, institutions etc.
5. We would build up network among all those who are doing good work for Sanskrit. Hence emphasis will not be on telling the world that we are doing a great job but to tell world what all great jobs are being done by all those people for whom the network will be created.
6. why would the youth learn Sanskrit – 1 prominent reason is the growing of market economy. With MNCs wanting to capture Indian market and also trying to source their raw-material and production from India, they need a middle-management that can deal with customers and workers both in Indian languages. They would need to use icons, symbols and philosophies which are essentially Indian. Hence the knowledge of Sanskrit and its treasures of wisdom is necessary. Example I would like to quote is the high TRP for 'Aaj Tak’ program Tej Tare. This is also important because wherever they go in India these icons, symbols and philosophies are the same.
7. That is why learning Sanskrit and becoming the champion of our rich cultural heritage are not very far from each other.
8. Involve Senior citizens to once again build up the tradition of story-telling to build up the bond between them and their third generation. For this we shall begin with the stories of Mahabharat, the world’s largest epic.
Vision, Mission and FAQs

Vision
" To revive Sanskrit to its well-deserved glory and pride, lest its vast treasure of knowledge is lost,
" to uncover and consolidate researchable premises from the scattered Sanskrit granthas on Ayurved, mathematics, science, astronomy, geography, social sciences etc,
" to authenticate and re-establish through testing in educational institutes, laboratories, academic centers by integrating them with modern knowledge, tools and techniques, and
" to bring out areas where the premises can be applied in modern science and societal functions
we need a network and a platform where all the scholars and institutions can achieve a free exchange and spread of this knowledge.
We propose to create this platform with a TV series, costing $ 5000 per episode for production and telecast.

Mission Statement
Kaushalam Trust, with the support of Doordarshan, will bring out a weekly TV sereis named Sanskrit Ki Duniya (Hindi program of 30-minutes duration) for the revival and promotion of Sanskrit, and endeavors to raise sponsorship through this appeal.

Kaushalam Trust will, through an editorial board of Sanskrit scholars, make the programme engaging by ensuring that
" It is informative - both about the hidden treasure of knowledge and about the experts and the institutes working to uncover the treasure.
" It is educative - giving lessons for learning Sanskrit in a creative and entertaining way.
" It is archival - containing lots of recitals which people are fond of listening to.
" It gives information about career avenues associated with the study of Sanskrit.
" It identifies research ideas, the laboratories to work on them (e.g. Ayurved), and sources of funding for such research.

Each episode will be divided into 4 segments of 4-6 minutes each:
Dharohar (Heritage),
Janen Sanskrit, Padhen Sanskrit (learning Sanskrit),
Jeevika-Vritti (Career opportunities) and
Vritta-Manch (news and events and future announcements).

There will be all India coverage and participation of Institutes, scholars, schools, seminars and events. The TV series will be a 2-way communication as well as platform to show-case pioneering work from within country and abroad.

FAQs
Statement
Kaushalam Trust, with the support of Doordarshan, proposes to bring out a weekly TV sereis named Sanskrit Ki Duniya (Hindi program of 30-minutes duration) for the promotion of Sanskrit, and endeavors to raise sponsorship through this appeal. Each episode will cost around Rs. 3 lakhs ($ 5000) including broadcasting charges.
FAQ
Q 1 – Why promote Sanskrit?
The language holds a treasure of knowledge and if we do not do anything for its preservation, promotion and research, this treasure will be lost.

Q 2 – Who is intended by “we”?
We here may be expanded to include the world, but for the present, we means Indians or people of Indian origin for whom the language is a heritage and an ancestral legacy.

Q 3 – Why a TV series? (as opposed to a single show)
In our opinion, a TV series is needed to ensure a continuous presence before the viewers. The series will showcase the good institutes and experts on Sanskrit from all over the world. The programming will appeal to the viewer in different ways. Most people may see the TV program for entertainment. Some will like it for the information it provides about the great source of knowledge. Some will learn Sanskrit through it and some will be equipped to do research. Some will come forward to help the program by contributing their money, ideas and Time. Each will come forward to the extent of her or his emotional need and expertise.

Q 4 – Have you identified the key features of the series?
Yes. An editorial board of Sanskrit scholars will oversee the production of the series. The producers will ensure that the programme is engaging by seeing to it that
- It will be informative – both about the hidden treasure of knowledge and about the experts and the institutes working to uncover the treasure.
- It will be educative – giving lessons for learning Sanskrit in a creative and entertaining way.
- It will be archival – containing lots of recitals which people are fond of listening to.
- It will give information about career avenues associated with the study of Sanskrit.
- It will give research ideas and information about laboratories to work on these research projects (e.g. Ayurved), and identify sources of funding for such research.

Q 5 – Broadly what will be the items in a typical episode?
Each episode will be divided into 4 segments of 4-6 minutes each: Dharohar (Heritage),
Janen Sanskrit, Padhen Sanskrit (learning Sanskrit),
Jeevika-Vritti (Career opportunities) and
Vritta-Manch (news and events and future announcements).
For details of these segments pl see
http://sanskrit-ki-duniya.blogspot.com/2010/06/concepts-contents-and-methodology-of.html

Q 6 – Will this be a stand-alone series or are there plans for supporting activities too?
The TV series will be supported by a Radio series (At a cost of Rs 60,000 or $1000 per episode), a web-portal, a magazine, academic program and events.

Q 7 – Where should these programs lead to?
The programming is expected to
- lead to a spread in general familiarity with Sanskrit among the viewers (through awareness and learning) and
- promote the collaboration between researchers in fields of science, technology and humanities with Sanskrit experts, drawing from the knowledge available in Sanskrit texts.

Q 8 – What is the legal status of Kaushalam Trust?
The Kaushalam Trust has been registered on the 2nd of April, 2008 at the office of Charity Commissioner of Pune. (No E-5134). Its founder is Hrishikesh Mehendale , and the trustees are Vrinda Gupte , Dr. Rohini Kulkarni , and Kshitij Korde . The Chief Patron is Leena Mehendale .

Q 9 – Are there other players partnering with Kaushalam Trust in this effort?
Presently, IGNOU is actively considering a proposal for collaboration with Kaushalam. After the outcome is known, Kaushalam Trust will approach others for collaboration and membership.

Q 10 – Who can become a member?
Anyone who is emotionally attached to the idea of promoting Sanskrit, networking for it and pursuing research may become a member. Kaushalam Trust will approach Sanskrit institutes for Institutional support and schools, libraries, teachers and housewives for their help to organize events. Individuals offering their help – either monetary or physical, will be offered membership.

Why and what of TV serial Sanskrit ki duniya

2011-05-03T12:24:00.000-07:00

Why and what of TV serial Sanskrit ki duniya
No copyright. All ideas, concepts, visions and plans described here are free to all. Anyone can copy, reproduce, preach, assimilate, practice or produce by taking clues from these ideas.
Why a serial
A weekly serial will keep our continuous presence before public.
Viewers like it as it offers tremendous flexibility to them, thus avoiding to make demands on their time – they may decide that it is very interesting and hence participate or see with interest and remember and talk to others, or see for entertainment and forget or ignore to see , but it will all be their wish.

Why and what shall we do for Sanskrit through the TV serial Sanskrit ki duniya. ?

1. If Indians don’t do then who will do? Hence our decision
2. Sanskrit has a huge treasure of knowledge – to explore it
3. Father was a Sanskrit scholar, and only when he was no more did we realize what a treasure of knowledge in Sanskrit was lost. There are many more scholars like him, advancing in their age. We must facilitate and ensure the flow of their knowledge to appropriate receipients.
4. People interested in Sanskrit are of 3 categories –
· Peripheral learners, students etc who want some shlokas, some quick-learning lessons, a bit of grammar, and vocabulary so that when they read a small passage, they can savor its beauty and contents
· Somewhat deep learner, not very keen on language itself but wanting to know from the vast treaure of knowledge contents in Sanskrit
· Great scholars, keen on attaining further heights as well as giving their acquired wisdom to others, researchers, institutions etc.
5. We would build up network among all those who are doing good work for Sanskrit. Hence emphasis will not be on telling the world that we are doing a great job but to tell world what all great jobs are being done by all those people for whom the network will be created.
6. why would the youth learn Sanskrit – 1 prominent reason is the growing of market economy. With MNCs wanting to capture Indian market and also trying to source their raw-material and production from India, they need a middle-management that can deal with customers and workers both in Indian languages. They would need to use icons, symbols and philosophies which are essentially Indian. Hence the knowledge of Sanskrit and its treasures of wisdom is necessary. Example I would like to quote is the high TRP for Aaj Tak’x program Tej Tare. This is also important because wherever they go in India these icons, symbols and philosophies are the same.
7. That is why learning Sanskrit and becoming the champion of our rich cultural heritage are not very far from each other.
8. Involve Senior citizens to once again build up the tradition of story-telling to build up the bond between them and their third generation. For this we shall begin with the stories of Mahabharat, the world’s largest epic.

Vision Mission FAQ

2011-04-17T10:33:00.000-07:00

Vision
" To revive Sanskrit to its well-deserved glory and pride, lest its vast treasure of knowledge is lost,
" to uncover and consolidate researchable premises from the scattered Sanskrit granthas on Ayurved, mathematics, science, astronomy, geography, social sciences etc,
" to authenticate and re-establish through testing in educational institutes, laboratories, academic centers by integrating them with modern knowledge, tools and techniques, and
" to bring out areas where the premises can be applied in modern science and societal functions
we need a network and a platform where all the scholars and institutions can achieve a free exchange and spread of this knowledge.
We propose to create this platform with a TV series, costing $ 5000 per episode for production and telecast.

Mission Statement
Kaushalam Trust, with the support of Doordarshan, will bring out a weekly TV sereis named Sanskrit Ki Duniya (Hindi program of 30-minutes duration) for the revival and promotion of Sanskrit, and endeavors to raise sponsorship through this appeal.

Kaushalam Trust will, through an editorial board of Sanskrit scholars, make the programme engaging by ensuring that
" It is informative - both about the hidden treasure of knowledge and about the experts and the institutes working to uncover the treasure.
" It is educative - giving lessons for learning Sanskrit in a creative and entertaining way.
" It is archival - containing lots of recitals which people are fond of listening to.
" It gives information about career avenues associated with the study of Sanskrit.
" It identifies research ideas, the laboratories to work on them (e.g. Ayurved), and sources of funding for such research.

Each episode will be divided into 4 segments of 4-6 minutes each:
Dharohar (Heritage),
Janen Sanskrit, Padhen Sanskrit (learning Sanskrit),
Jeevika-Vritti (Career opportunities) and
Vritta-Manch (news and events and future announcements).

There will be all India coverage and participation of Institutes, scholars, schools, seminars and events. The TV series will be a 2-way communication as well as platform to show-case pioneering work from within country and abroad.

FAQs
Statement
Kaushalam Trust, with the support of Doordarshan, proposes to bring out a weekly TV sereis named Sanskrit Ki Duniya (Hindi program of 30-minutes duration) for the promotion of Sanskrit, and endeavors to raise sponsorship through this appeal. Each episode will cost around Rs. 3 lakhs ($ 5000) including broadcasting charges.
FAQ
Q 1 – Why promote Sanskrit?
The language holds a treasure of knowledge and if we do not do anything for its preservation, promotion and research, this treasure will be lost.

Q 2 – Who is intended by “we”?
We here may be expanded to include the world, but for the present, we means Indians or people of Indian origin for whom the language is a heritage and an ancestral legacy.

Q 3 – Why a TV series? (as opposed to a single show)
In our opinion, a TV series is needed to ensure a continuous presence before the viewers. The series will showcase the good institutes and experts on Sanskrit from all over the world. The programming will appeal to the viewer in different ways. Most people may see the TV program for entertainment. Some will like it for the information it provides about the great source of knowledge. Some will learn Sanskrit through it and some will be equipped to do research. Some will come forward to help the program by contributing their money, ideas and Time. Each will come forward to the extent of her or his emotional need and expertise.

Q 4 – Have you identified the key features of the series?
Yes. An editorial board of Sanskrit scholars will oversee the production of the series. The producers will ensure that the programme is engaging by seeing to it that
- It will be informative – both about the hidden treasure of knowledge and about the experts and the institutes working to uncover the treasure.
- It will be educative – giving lessons for learning Sanskrit in a creative and entertaining way.
- It will be archival – containing lots of recitals which people are fond of listening to.
- It will give information about career avenues associated with the study of Sanskrit.
- It will give research ideas and information about laboratories to work on these research projects (e.g. Ayurved), and identify sources of funding for such research.

Q 5 – Broadly what will be the items in a typical episode?
Each episode will be divided into 4 segments of 4-6 minutes each: Dharohar (Heritage),
Janen Sanskrit, Padhen Sanskrit (learning Sanskrit),
Jeevika-Vritti (Career opportunities) and
Vritta-Manch (news and events and future announcements).

Q 6 – Will this be a stand-alone series or are there plans for supporting activities too?
The TV series will be supported by a Radio series (At a cost of Rs 60,000 or $1000 per episode), a web-portal, a magazine, academic program and events.

Q 7 – Where should these programs lead to?
The programming is expected to
- lead to a spread in general familiarity with Sanskrit among the viewers (through awareness and learning) and
- promote the collaboration between researchers in fields of science, technology and humanities with Sanskrit experts, drawing from the knowledge available in Sanskrit texts.

Q 8 – What is the legal status of Kaushalam Trust?
The Kaushalam Trust has been registered on the 2nd of April, 2008 at the office of Charity Commissioner of Pune. (No E-5134). Its founder is Hrishikesh Mehendale , and the trustees are Vrinda Gupte , Dr. Rohini Kulkarni , and Kshitij Korde . The Chief Patron is Leena Mehendale .

Q 9 – Are there other players partnering with Kaushalam Trust in this effort?
Presently, IGNOU is actively considering a proposal for collaboration with Kaushalam. After the outcome is known, Kaushalam Trust will approach others for collaboration and membership.

Q 10 – Who can become a member?
Anyone who is emotionally attached to the idea of promoting Sanskrit, networking for it and pursuing research may become a member. Kaushalam Trust will approach Sanskrit institutes for Institutional support and schools, libraries, teachers and housewives for their help to organize events. Individuals offering their help – either monetary or physical, will be offered membership.

चौदा विद्या आणि चौसष्ठ कला

2011-03-12T00:21:00.000-08:00

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चौदा विद्या आणि चौसष्ठ कला GlobalMarathi
१४ विद्या आणि ६४ कला याबद्द्ल अनेकांच्या मनात उत्सुकता असते. त्या १४ विद्या आणि ६४ कलांची ही ओळख.
चौदा विद्या
चार वेद + सहा वेदांगे + न्याय, मीमांसा, पुराणे व धर्मशास्त्र अश्या एकूण चौदा
वेद : १. ऋग्वेद २. यजुर्वेद ३. सामवेद ४. अथर्ववेद
सहा वेदांगे
१. व्याकरण- भाषेतील शब्दांच्या व्यवहाराचे शास्त्र.
२. ज्योतिष- ग्रहगती तथा सामुद्रिक जाणण्याची विद्या.
३. निरुक्त- वेदांतील कठीण शब्दांचे अर्थ सांगणारे शास्त्र.
४. कल्प- धार्मिक विधी- व्रतांचे वर्णन करणारे शास्त्र.
५. छंद- शब्दांची गानयोग्य रचना व काव्यवृत्ताचे ज्ञान.
६. शिक्षा- शिक्षण, अध्यापन व अध्ययन.
१. न्याय,२. मीमांसा, 3. पुराणे 4. धर्मशास्त्र.
चौसष्ट कला
१. पानक रस तथा रागासव योजना - मदिरा व पेय तयार करणे.
२. धातुवद- कच्ची धातू पक्की व मिश्रधातू वेगळी करणे.
३. दुर्वाच योग- कठीण शब्दांचा अर्थ लावणे.
४. आकर ज्ञान - खाणींविषयी अंतर्गत सखोल ज्ञान असणे.
५. वृक्षायुर्वेद योग- उपवन, कुंज, वाटिका, उद्यान बनविणे.
६. पट्टिका वेत्रवाणकल्प- नवार, सुंभ, वेत इत्यादींनी खाट विणणे.
७. वैनायिकी विद्याज्ञान- शिष्टाचार व विनय यांचे ज्ञान असणे.
८. व्यायामिकी विद्याज्ञान- व्यायामाचे शास्त्रोक्त ज्ञान असणे.
९. वैजापिकी विद्याज्ञान- दुसऱ्यावर विजय मिळविणे.
१०. शुकसारिका प्रलापन- पक्ष्यांची बोली जाणणे.
११. अभिधान कोष छंदोज्ञान- शब्द व छंद यांचे ज्ञान असणे.
१२. वास्तुविद्या- महाल, भवन, राजवाडे, सदन बांधणे.
१३. बालक्रीडाकर्म- लहान मुलांचे मनोरंजन करणे.
१४. चित्रशब्दापूपभक्षविपाक क्रिया- पाकक्रिया, स्वयंपाक करणे.
१५. पुस्तकवाचन- काव्यगद्यादी पुस्तके व ग्रंथ वाचणे.
१६. आकर्षण क्रीडा- दुसऱ्याला आकर्षित करणे.
१७. कौचुमार योग- कुरुप व्यक्तीला लावण्यसंपन्न बनविणे.
१८. हस्तलाघव- हस्तकौशल्य तथा हातांनी कलेची कामे करणे.
१९. प्रहेलिका - कोटी, उखाणे वा काव्यातून प्रश्न विचारणे.
२०. प्रतिमाला - अंत्याक्षराची योग्यता ठेवणे.
२१. काव्यसमस्यापूर्ती - अर्धे काव्य पूर्ण करणे.
२२. भाषाज्ञान - देशी-विदेशी बोलींचे ज्ञान असणे.
२३. चित्रयोग - चित्रे काढून रंगविणे.
२४. कायाकल्प - वृद्ध व्यक्तीला तरुण करणे.
२५. माल्यग्रंथ विकल्प - वस्त्रप्रावरणांची योग्य निवड करणे.
२६. गंधयुक्ती - सुवासिक गंध वा लेप यांची निर्मिती करणे.
२७. यंत्रमातृका - विविध यंत्रांची निर्मिती करणे.
२८. अत्तर विकल्प - फुलांपासून अर्क वा अत्तर बनविणे.
२९. संपाठय़ - दुसऱ्याचे बोलणे ऐकून जसेच्या तसे म्हणणे.
३०. धारण मातृका - स्मरणशक्ती वृद्धिंगत करणे.
३१. छलीक योग- चलाखी करून हातोहात फसविणे.
३२. वस्त्रगोपन- फाटकी वस्त्रे शिवणे.
३३. मणिभूमिका - भूमीवर मण्यांची रचना करणे.
३४. द्यूतक्रीडा - जुगार खेळणे.
३५. पुष्पशकटिका निमित्त ज्ञान - प्राकृतिक लक्षणाद्वारे भविष्य सांगणे.
३६. माल्यग्रथन - वेण्या, पुष्पमाला, हार, गजरे बनविणे.
३७. मणिरागज्ञान - रंगावरून रत्नांची पारख करणे वा ओळखणे.
३८. मेषकुक्कुटलावक - युद्धविधी- बोकड, कोंबडा इ.च्या झुंजी लावणे.
३९. विशेषकच्छेद ज्ञान - कपाळावर लावायच्या तिलकांचे साचे करणे.
४०. क्रिया विकल्प - वस्तूच्या क्रियेचा प्रभाव उलटविणे.
४१. मानसी काव्यक्रिया - शीघ्र कवित्व करणे.
४२. आभूषण भोजन - सोन्या-चांदी वा रत्नामोत्यांनी काया सजवणे.
४३. केशशेखर पीड ज्ञान - मुकुट बनविणे व केसात फुले माळणे.
४४. नृत्यज्ञान - नाचाविषयीचे शास्त्रोक्त सखोल ज्ञान असणे.
४५. गीतज्ञान - गायनाचे शास्त्रीय सखोल ज्ञान असणे.
४६. तंडुल कुसुमावली विकार - तांदूळ व फुलांची रांगोळी काढणे.
४७. केशमार्जन कौशल्य - मस्तकाला तेलाने मालीश करणे.
४८. उत्सादन क्रिया - अंगाला तेलाने मर्दन करणे.
४९. कर्णपत्र भंग - पानाफुलांपासून कर्णफुले बनविणे.
५०. नेपथ्य योग - ऋतुकालानुसार वस्त्रालंकाराची निवड करणे.
५१. उदकघात - जलविहार करणे. रंगीत पाण्याच्या पिचकारी करणे.
५२. उदकवाद्य - जलतरंग वाजविणे.
५३. शयनरचना - मंचक, शय्या व मंदिर सजविणे.
५४. चित्रकला - नक्षी वेलवुट्टी व चित्रे काढणे.
५५. पुष्पास्तरण - फुलांची कलात्मक शय्या करणे.
५६. नाटय़अख्यायिका दर्शन - नाटकांत अभिनय करणे.
५७. दशनवसनांगरात - दात, वस्त्रे, काया रंगविणे वा सजविणे.
५८. तुर्ककर्म - चरखा व टकळीने सूत काढणे.
५९. इंद्रजाल - गारुडविद्या व जादूटोणा यांचे ज्ञान असणे.
६०. तक्षणकर्म - लाकडावर कोरीव काम करणे.
६१. अक्षर मुष्टिका कथन - करपल्लवीद्वारे संभाषण करणे.
६२. सूत्र तथा सूचीकर्म - वस्त्राला रफू करणे.
६३. म्लेंछीतकला विकल्प - परकीय भाषा ठाऊक असणे.
६४. रत्नरौप्य परीक्षा - अमूल्य धातू व रत्ने यांची पारख करणे.

आता या यादीमध्ये आधुनिक विद्या आणि कलांची भर घातली पाहिजे.

Kulbhushan Singhal --OUR SCRIPTURES

2011-03-10T11:04:00.000-08:00

STOP CALLING OUR SCRIPTURES MYTHOLOGY..
Kulbhushan Singhal --
It seems that after independence Hindus were transferred as a SALE-ABLE commodity to the new political rulers for exploitation and manipulation. And religious leaders also joined these political rulers to enjoy this fruit of exploitation. Every political party has ruled India, including those who ...have publicly advocated interest of Hindus paramount in their agenda.
One of the simple things that any political party could have done was to at least make sure that Hindu religious books are not called myths and our entire scriptures as mythology. Why no Hindu religious leader has done anything about it, is for readers to judge. But why our Hindu society did nothing is something more alarming and definitely points to our extreme passive attitude.
Leena Mehendale --
I have maintained that they are not myths. Pl see my article "Yugantar -- At the cross-roads of Time and Society"
Kulbhushan Singhal --
Agreed Leena Ji, but the main questions for attention here is :
1. Every political party has ruled India, including those who have publicly advocated interest of Hindus paramount in their agenda. Yet nothing has been done.
2. Vedas, Puraans, Upnishads, are all Hindu religious books, and just as sacred to Hindus as religious books of Christians are to Christian, and Muslim religious books to Muslim. There have been riots, street fights, bloody protest in case something derogatory is said about the books of Christians and Muslims.
Why are the Hindus so PASSIVE that we cannot get respect like other faiths for our scriptures.
Leena Mehendale --
Unlike the western, our scriptures are (i) very ancient which makes proper interpretation more difficult and (ii) the scriptures instruct every individual to have her/his own ANUBHOOTI and also suggest that each person's Anubhooti will be different according to her/his nature. Thus the anubhooti is not standard even though the result of it is. People do not understand this concept easily. Hence there is not much discussion about them.

बालगृहामधे गीता वर्ग १ जुलै २०१० ते १८ ऑगस्ट २०१०

2011-02-20T00:30:00.000-08:00

बालगृहामधे गीता वर्ग १ जुलै २०१० ते १८ ऑगस्ट २०१०
शिवाजी नगर बालगृहामधे घेण्यात आलेल्या गीता वर्गाचा अहवाल-
शिवाजी नगर बालगृह (पुणे) येथे कौशलम् न्यास व गीता धर्म मंडळ यांच्या संयुक्त विद्यमाने १ जुलै २०१० ते १८ ऑगस्ट २०१० पर्यत गीता वर्गाचे आयोजन करण्यात आले होते. वर्गासाठी १५ मुलांची निवड करण्यात आली. साधारणत: ८ ते १२ वर्षाचा वयोगट निर्धारित करण्यात आला.
मुलांनी बारावा अध्याय मुखोद्गत करावा यावर प्राधान्याने लक्ष देण्यात आले. कौशलम् न्यासाच्या वतीने गीता पुस्तकांचे वाटप करण्यात आले. त्याचप्रमाणे उपक्रमाचा सर्व खर्च कौशलम् न्यासाने उचलला . गीता धर्म मंडळाच्या सौ. जान्हवी देवधर, श्रीमती वसुधा पाळंदे, सौ.बडवे यांनी गीता शिकवण्याचे काम केले. तर कौशलम् न्यास तर्फे प्रमुख विश्वस्त श्रीमती वृंदा गुप्ते, व सहयोगी श्री सुजय लेले यांनी बालगृहाच्या अधिक्षकांशी संपर्क साधून कार्यालयीन कामे पूर्ण केली.
गीता वर्गाला मुलांनी अत्यंत चांगला प्रतिसाद दिला. १५ पैकी ८ मुलांनी बारावा अध्याय पूर्णपणे कंठस्थ केला. बाकिच्यांचे किमान १० श्लोक पाठ झालेत.गीता शिकताना मुलांच्या वर्तनातही लक्षणीय बदल दिसून आला. मुलांची एकाग्रता अधिक वाढली, एकत्र काम करण्याची वृत्ती वाढली, मुलांमधे होणारे वाद कमी झाले आहेत असे तेथील कर्मचारीगण सांगतात.
गीतेच्या माध्यमातून संस्कृत प्रचार, वंचित मुलांबरोबर संवाद इत्यादि उद्देश थोड्या प्रमाणात का होइना साध्य झाले.
-----------------------------------------

Leading to Research Ideas by Rakesh Jain

2011-02-19T05:47:00.001-08:00

Sanskrit is the ancient Indian language which has survived time gap of thousands of years – between the time when it was in common use, and today. The attacks from foreign invaders resulted into massive destruction of Sanskrit literature and hence what we find today may be much less than even one percent of, what actually existed in ancient time.
It is common saying that ancient Indians preferred to speak and not write down anything about the knowledge they possessed. The knowledge transfer thus used to take place from the teacher to the student. It is only when they realized that such a transfer was losing its efficiency, that they started writing and thus transfer of knowledge started taking place in writing after this realization. The resulting collection of written knowledge suffered massive destruction when foreign invaders burnt the Indian libraries which were housing such a knowledge. Besides this, the people who possessed such written literature or knowledge burnt the same themselves, as they felt that the knowledge collected by them for thousands of years, if passed on to wrong hands could do more harm than good to the society.
What is available today, is thus only a pointer to the vast amount of knowledge that was once available with an ancient Indian civilization. This knowledge should be treated as ‘invaluable messages’ from a civilization, which perhaps tells us what happened when almost all life forms on our planet earth, had gone through a major extinction termed as ‘Pralay’ and is available to us as ‘Manusmriti’ . Sanskrit thus provides a ‘window’ to today’s civilization, about whatever human beings have faced, right from the time various life forms came out of that massive destruction which is mentioned in ‘manusmriti’.
It is important for us to utilize the ‘cues’ which come out of whatever is available in Sanskrit literature and without caring for establishing its authenticity through today’s limited scientific means, and utilize it for the benefit of humanity. Thus many concepts found in ancient Indian Sanskrit literature can be evaluated, debated and the useful part of it utilized. Some such concepts are as follows.
1) ‘Eko Aham Bahu Syam’ is the precise sentence/Shloka which talks of how the universe/ creation began. It mentions that ‘Bramhan’ had a ‘sankalp’ to multiply itself and this was the origin of the universe. This ‘sankalp’ is not a material or a thought. It goes beyond even thought and is perhaps, what triggers the thought process itself. This cue can lead us to look beyond the origin of universe, which we always try to visualize in its present ‘material form’ from the- form which triggered the thought process itself.
2) Ancient Indians have demarcated the ‘existence’ into two levels namely ‘body’ , mind and soul or ‘Atma’. Scientific means available today have attempted to study the mind beyond the body. When we try to understand the fact that things are dramatically different when we attempt to see them at the level of body and mind, it leads us to imagining, that they would be still more dramatic and different when we try to think of the ‘existence’ beyond mind at the level of Atma. This is available in many Indian literatures. One of them, called ‘Yoga vasishtha’ is actually a collection of what was taught to Rama by his teacher ‘Vasishtha’. The concept is presented again, in a different way, of course, in ‘Gita’ which again, is a collection of what was taught to ‘Arjuna’ by Krishna.

It is ‘myopic’ and the bad luck of today’s scientific thinking, which instead of making use of this concept, which has potential for a major revolution for humanity, questions the very existence, of Ram and Krishna. The vital question is have today’s scientific means, to prove the existence of Rama and Krishna reached the level of perfection, which can confirm for sure, that they did not exist because we cannot prove it today. However leaving this debate behind us, we can scientifically try to explore our own existence at the levels of body, the mind and Atma.
3) ‘Yatha Pinde tatha brahmande’ is another small sentence which perhaps indicates that as our bodies exist at three level, the universe also exists at three levels. This concept can act as a ‘cue’ for the scientific exploration of universe with an altogether different vision. This however, needs to be done with this concept in view, but without getting biased by it.
4) ‘Prakriti trigunatmika’ is a small sentence found in ancient Indian literature called ‘Durga saptshati’ which perhaps is a ‘philosophical sum up’ on nature. This literature proposed that nature is like a ‘mother’ to all the life forms including human beings . If we honestly accepts this concept, we would learn to treat nature like a ‘parent’ and not do what we have been doing with ‘mother nature’. it is perhaps this ‘kind mother’ now ‘reacting back’ in the form of symptoms like ‘Global warming’. This literature suggests that mother nature can also retaliate and that would be fatal for the humanity. Is anybody there to listen to such messages from a civilization that once lived in this great country thousands of years back? This literature also proposes that whatever is emanating from nature has three dimension attached to it. For easy understanding, it means anything can be ‘right’ (one extreme) or wrong (another extreme’) and also the infinite combinations of the right and wrong which forms a continuum.This concept can help us think and understand beyond our conventional thinking of visualizing everything in terms of either right or wrong.

The above concepts can help our civilization to explore more and more with today’s scientific ways and means. However, till such a scientific exploration can confirm whether what has been said has a great potential, try to make use of these concepts in our day to day life. Although such concepts cannot be visualized in a narrow ‘frame’, some of their interpretation for our benefit are as follows :

a) We become what we want to be. The sankalp or the very beginning of the thought process has lead us to become what we are today. Hence knowing what is right for an individual or the society and having a sankalp to do so is important.

b) Scientific analysis of existence on three levels i.e. body mind and ‘Atma’ can open up new frontiers for humanity. For example acceptance of ‘Atma’ opens up door for continuity of life after death in various life forms. This further opens up the door to karmic theory which says that ‘what we get is the result of reaction of what we do’. This also makes us understand that we should be good to the entire humanity and even extend this concept further to peaceful co-existence into all known and unknown life forms – the ancient Indian concept of ‘Vasudhev Katumbkam ‘

c) The above concept extended to the universe can make us scientifically explore whether there is something beyond what our senses, with the help of even the most modern scientific means have or will be able to find out .

d) The mere acceptance that most of the things, people, situations- virtually everything should not be viewed as right or wrong but rather somewhere in before a continuum between these two extremes can provide an altogether different approach to what we have been tuned to. For example – the western approach of seeing everything as either win or lose can be modified to an approach which can see somewhere between winning or losing. The fact remains, that none wins or loses, if we can visualize the situation on a ‘wider horizon’. This can make us think of beyond today’s thinking of either winning or losing - which may take us nearer the next world war – which will perhaps end this ‘chapter’ of present human civilization. This is a very small portion of what is happening in the universe - the physical manifestation of Brahman which has been termed by ancient Indians as ‘Prakriti’ or mother nature.

The above are only a few concepts of the ancient Indian civilization for which Sanskrit can act as a ‘window’. There is much more, but the need is to accept that we are ready to ‘listen’ this after reviewing our so called scientific thinking which suggests that what cannot be proved scientifically is not true.

अष्ट सिद्धि , नव निधि

2010-12-25T02:51:00.000-08:00

अणिमा, महिमा लघिमा, गरिमा, वशित्व, ईशित्व, प्राकाम्य, प्राप्ति

LOGO of KAUSHALAM Trust

2010-07-14T08:08:00.000-07:00

KAUSHALAM Trust
Registered on 2.4.08 by No E-5134 at the office of Charity Commissioner Pune.
Art 5 & 6 of the Deed of Trust

home page

2010-06-16T13:03:00.000-07:00

contents
home
Kaushalam trust
Trustees
objectives
membership
sanskrit ki duniya (blog)
email -contact us
counter
links to other sites

A Trust and a TV serial as a part of plan for revival of sanskrit

2010-06-14T19:19:00.001-07:00

A Trust and a TV serial as a part of plan for revival of sanskrit
For your comments email to
kaushalam.trust@gmail.com
or write to
Ranjan Goswami, Jt Director PCRA, 10, Bhikaji Cama Place, New Delhi 110061

(for more, log on blog of edpcra ))
Hello everyone,

We want to start TV serial on Sanskrit. This serial is part 1 of a bigger plan.

For benefiting from the vast treasure of knowledge available in Sanskrit, a holistic approach and a dedicated mission is needed. Following objects are important.....
1) Preserve and study this ancient huge knowledge bank.
2) Felicitate Experts and those who have preserved the knowledge in various ways.
3) Propogate learning teaching and use of Sanskrit.
4) Associate with modern tools and take forward.
5) Consolidate this vast treasure from its scattered sources.
6) Authenticate by testing some premises. Today it is easiest to try so in Ayurved because these premises are stated in more concrete terms in Ayurved. But there are many more in mathematics, science, astronomy, geography, social sciences too.
7) Bring out areas where the premises can be applied in modern science and societal functions.
Hence the bigger plan is required.(Pl read " Revival of Sanskrit" on my web site www.leenamehendale.com )

This paper will focus on the TV serial. We need
a) funds .. to be collected by a trust KAUSHALAM which we are shortly registering. Smt. Vrinda Gupte of Pune, a qualified MBA and Shri Mukund Kulkarni of Sangli, an environment consultant, are the founder trustees. My son, Hrishikesh currently in UK has donated a sum of Rs 100001 for the corpus.
The name KAUSHALAM comes from Yogah Karmasu Kaushalam… the pronouncement made in Bhagvadgeeta, the first ever philosophy cherishing WORK EFFICIENCY as UNION with GOD
b) producer and a channel... promise received – they have said free or concession rates.
c) office .. ie a boss who is "can do all at all times" type... (who offers to take up the task -- ????????)
+ space + eqipment + men... initially a select group has offered their services.. for a few weeks.
d) artist types for new ideas and designs – we will require truckloads of ideas.
e) subject experts – as they are so few, everyone who can provide some addresses and contacts are welcome.
f) website... Any good web designer--?? Pl offer your services FREE

We seek more and more volunteers. Everyone to put up his STICK to lift the GOVARDHAN, (though LORD kRISHNA is yet to arrive.)

The TV serial:
Design of the TV serial is very crucial as it must be educating and entertaining both.
It is planned for 30 min. everyweek.
It is for various audience groups.
It has SANSKRIT -PATH, a small self learning exercise, a segment to introduce an expert or a subject or a granth, a segment to suggest research ideas, a section for performing students, viewer-opinion.. and further as per viewers’ ideas.
It will ensure free flow of suggestions and large participation of audience, especially those who do not have much knowledge of Sanskrit but will seek to benefit.

Concepts, Contents and Methodology of the Episodes

2010-06-08T21:25:00.001-07:00

Annexture 3
Concepts, Contents and Methodology of the Episodes

Introduction – It is proposed that for the objective of Revival of Sanskrit, a TV serial will be one of the programs to be undertaken by the Kaushalam Trust. Its name will be Sanskrit ki Duniya, and main language of rendering will be Hindi.

The format is described in relation to three aspects--
i) Format -- How a sample episode will look
ii) Matrix
iii) Connectivity.

Part A-- Format
How a sample episode will look? What will it contain?
-- Each will be a 30-minute episode.
Every episode will have four major segments, each with a duration of 4 to 7 minutes, but the net total period of the 4 segments will be 23-25 minutes, opening and closing montages, ads and other aspects will add up to 30 minutes :

a) Dharohar धरोहर
b) Jaanen Sanskrit Padhen Sanskrit जानें संस्कृत पढें संस्कृत
c) Career. जीविका-वृत्ती
d) Vritta Manch. वृत्त-मंच

a) Dharohar धरोहर -- will range in time from 4 to 7 minutes. It will relate to --
existing Institutions such as Bhandarkar Institute, Pune, Sanskrit Sansthanam, Delhi,
or Scholars such as Dr. Shrinivas Rath, Indore, Dr. Bagchi of Calcutta,
introduction to great work of ancient scholars such as Varah Mihir, Kautilya,
explanation of some typical concepts, such as Ghan-paath and Vidur Neeti.

b) Jaanen Sanskrit Padhen Sanskrit जानें संस्कृत पढें संस्कृत : This part is meant for new students to easily learn Sanskrit. These learners can be categorised into
children,
retired and old age people,
adult learners
and foreigners.
The lessons will have to be dovetailed to needs of each category.
Some episodes will also include paath of well known Sanskrit verses such as Ganesh Stostra, Durga Saptashati
Episodes will also include the presentation and explanation of some typical logos taken from Sanskrit such as
Satyameva Jayate and
Bahujan Hitaya, Bahujan Sukhaya.
The lessons for learning Sanskrit will have a mix of popular Sanskrit Shloka such as Asatoma sadgamay ; the method adopted will be spoken- Sanskrit model as well as grammar-based sets.

c) Career. जीविका-वृत्ती -- It is most important for the audience to know what kind of career is available if they go for learning Sanskrit. This career-promotion segment will aim at building skills and adeptness in Sanskrit language per se as well as skills that are necessary for other aspects such as preservation of old Sanskrit manuscripts, electronic conversions, web designing and a battery of other skills. In addition, it will also include references to career progression in general.

d) Vritta Manch वृत्त-मंच: This segment will be a mix of news and performances . It will aim at networking among the Sanskrit lovers all over the world, recording of the performances of dramatic and other competitions, new events currently happening in the world of Sanskrit.
The order of these segments in a given episode may be interchanged occasionally.

Part II : Matrix: The matrix formation for 12 episodes at a time will be undertaken, so as to have a proper planning and shooting schedule for 12 episodes at a time. The matrix will be a table as below.

Segment/ Episode A B-Shloka-based C D
1 Vishwa-ved sammelan Asato ma sadgamay Intro to career prospects Kautilya on Octroi
2 Gayatri mantra Ramo rajmani Career in logo and trade-mark design Ayurved – the origin
3 ghanapaath Payasa kamalam Career in manuscripts Kautilya on land-revenue

Part III -- Connectivity :
This aspect goes beyond the scripts or shooting of the episodes. It includes communication with a vast number of scholars, institutions, eliciting their consultation and participation. This aspect will again have to be dovetailed to different recipients. It will be clear from following examples:

A) Recipient : Students
i) Their progress as an individual in learning sanskrit. Assignments.
ii) Difficulties and sharing of experience.
iii) Their Participation in holding competitions and performances by the students.
iv) Participation in script making.
B) Recipients : Retired old age people
All of them have a treasure of knowledge about our two great epics – which can be further augmented. They will be utilised through story-telling for strengthening the bond between them and the 3rd generation. They will require and will be given special orientation and a platform in the episodes.
C) Recipients: Housewives
Among housewives there are many with a graduation or post graduation degree in Sanskrit. Many of them also have skill for event management. Some honoraria will be given to them to train children for recital and performance competitions and to organize events for school children . Some events will be given a platform in the episode.
D) Recipients: Librarians
They have a great role in promoting good books. Their services will also be utilised by holding events such as “ Writers Meet” .

Objectives of Kaushalam Trust

2010-03-26T03:48:00.000-07:00

Registered on 2.4.08 by No E-5134 at the office of Charity Commissioner Pune.
5) The predominant objects for which the Trust is established are as under:-
(i) To Preserve and study the subject of Sanskrit,
(ii) To felicitate Experts and those who have preserved the knowledge of Sanskrit in various ways.
(iii) To propagate learning, teaching and use of Sanskrit.
(iv) To associate with modern tools and techniques and take Sanskrit forward.
(v) To consolidate this vast treasure of Sanskrit from its scattered sources.
(vi) To authenticate by testing some premises found in old grantha on Ayurved, mathematics, science, astronomy, geography, social sciences etc.
(vii) To bring out areas where the premises can be applied in modern science and societal functions,
(viii) To establish, conduct, endow, maintain, control, and manage schools, educational institutes, laboratories, academic centers etc. or to collaborate with them for promoting Sanskrit,
(ix) To apply, establish deemed Universities and manage courses, institutes, colleges and other units relating to Sanskrit,
(x) To provide for training in courses leading to certificate/ diploma / degree / doctorate etc. in Sanskrit and related subjects,
(xi) To award Diploma / Degree certificates and other distinctions to candidates trained in the courses organised by the trust,
(xii) To assist, institute and carry out research into technique and methods conductive to improvement of Sanskrit,
(xiii) To hold or join any other Individual/s, Association, Organization or Society having aims and objects similar to the objects of the Trust.
(xiv) To start, establish, conduct, maintain and manage Libraries, reading rooms etc. and thereby make available data in Sanskrit,
(xv) To award scholarships, stipends, fiscal aid and other concessions to deserving students of Sanskrit,
(xvi) For any of the purposes aforesaid to procure the assistance of qualified instructors, teachers, professors, artists and lay workers either voluntary or otherwise.
(xvii) To start and conduct magazines, periodicals and newspapers and issue pamphlets, bulletins etc., video and audio aids, start T.V. serials etc. to carry on the propaganda of Sanskrit,
(xviii) To hold lectures or any other programmes on the subject of Sanskrit,
(xix) To give or arrange concerts, recitals, competitions, drama, films, T.V. Serials, lectures and such other entertainments and functions as are incidental or conducive to the attainment of the objects of the Trust,
(xx) To make surveys in the urban and rural areas including Tribal areas to ascertain and study possibility of developing the subject of Sanskrit,
(xxi) To organize, hold, arrange and promote Conferences, Seminars, Symposia, Study groups, Camps, etc on various arts subject and to invite for such assemblies, concerned experts and students from all over the country as well as from abroad and reciprocally to depute such experts and students from India for similar assemblies in foreign countries.
(xxii) To envisage a plan under which Consultancy and Execution of Projects can be brought within the financial means and reach of the common man, more particularly of those of the middle and lower strata of the Society.
(xxiii) To provide education of Sanskrit through Satellite.
(xxiv) To provide education of Sanskrit in braille, so as to benefit the blind people,
(xxv) To do all such other lawful acts, deeds or things as are incidental or conducive to the attainment of any of the above objects.

buddhiyog

2010-02-02T10:05:00.000-08:00

संस्कृत Training

2009-10-02T08:04:00.000-07:00

Incomplete -- yet to develop
संस्कृत Training

1 st Week Chart

ॐ असतो मा
Start with मा
---------------------------------------------------

1.1 Matrix for Day-1

Concept - ॐ असतो मा

Audio Script - श्लोक
Verbal - ॐ / दिया
Fades in LM shot
शांति पर
एक कली खिलकर फूल बनेगी
Explain -

1.2 Co/A/V/Ch/Ex.

Con - ‘मा’ / गमय
Audio - शुरू करते हैं मा से |
मा - अर्थात मुझको
मैं - अहं शब्दसे बना
मा - अर्थात मुझको |
और गमय का अर्थ है -
ले चलो |

------------------------------------------------------

1.3
सत् गमय
- सच्चाई की ओर ले चलो

ज्योती गमय
- ज्योती यानी उजाले की ओर ले चलो

अमृतं गमय
- अमृत की ओर ले चलो |
------------------------------------------------------
1.4
Child –1
ये तो सरल है -

सत् गमय
ज्योतिर्गमय
अमृतं गमय

अब करते है थोडा सा शॉर्ट कट - इसके लिए पहले मेरे साथ दुहराओ और कलसे श्लोक भी दुहराना है |

visual chart – for अहं

1.5
Child 2

ये इतना लंम्बा short cut कैसे हो गया ?
पढाई मे short cut दो तरह से आता है -
एक प्रॅक्टीस से, दूसरा किसी बात का तरीका
समझने से |

तो प्रॅक्टीस के लिये हम इस पूरे हप्ते एक बार
यह chart दुहराएँगे |

और अब हम लेते है अहं - अर्थात मैं |
मै करती हूं - अहं करोमी
मै हूं - अहं अस्मि
मै बोलती हूं - अहं बहामि
मै नमस्कार - अहं नमामि
जानती हूं - अहं जानामि

श्लोक क्यों दोहराना ?
अहं क्यों दोहराना ?
ठीक है, यह चर्चा कल करेंगे |
आज तुम्हारे विषय मे कुछ बात करेंगे
तुम - त्वम
त्वम

sanskrit websites

2009-06-06T20:44:00.000-07:00

1
These Websites are developned by Mr. Ranade (Father of my friend)
Looks interesting
http://www.sanskrit deepika.org
www.mymarathi. com
--"shripad dixit"
--------------------------------------------------
2

From:
"Pradeep K.Ratnaparkhi"
Add sender to Contacts
To:
delhimarathi@yahoogroups.com, abhijeet_godbole@hotmail.com
Hello all, I am the son of a sanskrit scholar, Late Shri A.R. RATNAPARKHI, who had written a novel in Sanskrit (named KUSUMLAKSHMI) and one booking containing one-act plays (named SAMVADMALA). Kusumlakshmi was in the MA course of Rajasthan University in sixties and the book Samvadmala was in the course of BA in Meerut University in middle sixties. The book Kusumlakshmi, is said to be the first novel (originally written in Sanskrit), the book Samvadmala is a book of teaching day to day conversation in sanskrit, like Rapidex English Speaking Course for English.
Sanskrit is said to be the most accurate language grammatically too. It is unfortunate that India, where the sanskrit language was in use during its golden era, has been put aside. But some other countries like Germany are really making use of this language in learning science from the Veda's.
There may be many more such book hidden in the libraries, book stores - without any future. Our effort should be to promote the language and bring it back to its golden period, because it will then bring golden period for India again.
--------------------------------------------------------
4
Hello
It is long time since my email about sanskrit. Now we
have moved somewhat ahead, though not speedily.
Pl visit
http://sanskrit-ki-duniya.blogspot.com
and get back with your suggestions.
you can call me at 022-22844658-res
or 022-22843711-off
--LM
--- Abhijeet Godbole
wrote:
> Dear Leena Mehendale Madam
>> I hope you may remember me. We had met many times
> when we used to come for promotion of Indian Science
> Congress in your office at PCRA.
>> I have gone thru your note on Promotion of Sanskrit
> and would like to be a active member for the same.
> My interest area and where I hope I can be helpful
> is into managing Advertising and Press Relations
> which are my core areas for last 18 years. Currently
> I am in Delhi and would look after the Press
> Promotions & Relations for this Mission here from
> Delhi.
>> If I can be of any help for this social cause please
> give me the opportunity to join your MISSION.
>> Also would like to know your current address and
> contact numbers if possible as I had heard that now
> you are in Mumbai.
>> Regards
>> From :
> Abhijeet Vasant Godbole
> Marketing Manager - North
> Dalal Street Investment Journal Magazine
> New Delhi
> Mobile : 98681-70020
--------------------------------------------------------------
4
http://www.samartha ramdas.com/ gatha/manacheshl ok/SHOLK- 1.swf
------------------------------------------------
5
Dear Yashpal
hi
pls inform Ms Mehendale, i m unable to send msg thru her site.There are certain things about sanskrit.
i had attempted to work on animal language. This is known as inter Species Communication i.e non human communicating back to human in human language. In sanskrit there is mention of YONI ANTAR BHASHA. If you translate it into english you actually get word Inter Species Communication.
It was was my interest in learning languages which had taken me to this world of animal language. While learning these languages i use to keep visualisng there correspndings in Lut Lakar, Langh Lakar, Lot Lakar etc. or the Dev,Nadi Roopaaks etc.
i shall certainly be glad to assist in what ever way possible to the best of my knowledge and capacities.
rgds
vijayanta

संस्कृत खजिन्यांतील मोती - 4 आपण एकत्र आलो तर

2009-05-05T08:42:00.000-07:00

आपण एकत्र आलो तर कांय ते चित्रफितीवर पहाण्याठी इथे क्लिक करा
मला एकेकाळी कविता पाठ करण्याची हौस होती कवितांमध्ये श्लोकांचाही समावेश होता.
कविता काय किंवा श्लोक काय, कधी ते आशयघन असतात तर कधी त्यांच्या शब्दातील नादमाधुरी आपल्याला भारुन टाकते.
असाच एक नादमधुर श्लोक माझ्या कायम स्मरणात आहे.
पयसा कमलं कमलेन पयः
पयसा कमलेन विभाति सरः।
मणिना वलयं वलयेन मणिः
मणिना वलयेन विभाति करः||
शशिना च निशा निशया च शशिः
शशिना निशया च विभाति नभः।
कविना च विभुः विभुना च कविः
कविना विभुना च विभाति नभः।।
शिकायला किती सोपा, कळायला किती सोपा आणि व्याकरणातील तृतियेचे प्रयोग शिकवायला तर अगदी आयडीयल श्लोक.
पयसा कमलं - पाण्यामुळे कमळ
कमलेन पयः - कमळामुळे पाणी
पायसा कमलेन विभाति सरः - पाणी आणि कमलामुळे सरोवर शोभायमान होतात.
तसेच मण्यामुळे कंकण व कंकणामुळे मणि शोभतात पण मणि आणि कंकण या दोघांमुळे हात शोभून दिसतो. मणिना वलयेन विभाति करः
तद्वतच चंद्रामुळे रात्र आणि रात्रीमुळे चंद्रमा शोभायमान होतात पण चंद्र आणि रात्र या दोघांमुळे आकाश शोभायमान होते
आणि कवि पुढे म्हणतो की, कविमुळे राजा व राजामुळे कवि पण कवि आणि राजा या दोघांमुळे सभा उठून दिसते.
शशिना च निशा, निशयाच शशिर्शशिना निशयाच विभाति नभः
कविना च विभुर्विभुना च कविर्कविना विभुना च विभाति सभा
या कवितेवरून आठवल. गणितात आपण म्हणतो एक आणि एक मिळून दोन होतात. पण समाजशास्त्र सांगते की एक आणि एक नेहमीच दोन नसतात. कधी कधी ते शून्य पण असतात. दोन वितंडवादी माणसं एकत्र आली तर सतत एकमेकांना खोडत रहाणार आणी फळ शून्य होणार. पण कधी कधी ते दोनही असतात. अगदी गणिताप्रमाणे. आणी कधी एक आणी एक अकरा पण होऊ शकतात. समाज एकत्रपणा वागला, एकसंघ होऊन चालला, तर केलेल्या चांगल्या कामाचे अकरापट फळ मिळू शकते.
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संस्कृत का शिकावे

2009-04-30T10:42:00.000-07:00

संस्कृत का शिकावे
संस्कृत ही आपल्या देशांतील सर्व भाषांची जननी आहे. तरी पण आज स्वत: संस्कृत भाषा फारशी बोलली जात नाही. सहाजिकच ही भाषा का शिकावी असा प्रश्न कोणालाही पडेल. याचे उत्तर किती तर प्रकारांनी देता येईल. पण सर्वांत आधी आजच्या तरुण पिढीच्या भाषेला साजेसं उत्तर पाहू या. आपल्या देशाची लोकसंख्या जवळपास 110 कोटी, जगाच्या एकूण लोकसंख्येपैकी सहावा भाग, म्हणजेच जगातल्या दर सहा व्यक्तीपैंकी एक व्यक्ती भारतीय आहे.
शिवाय ही लोकसंख्या तरुण वयाकडे झुकणारी आहे. 110 कोटीपैकी 40 कोटी जनता वीस वर्षांखलील (म्हणजे पोरंसोरंच) आणि शिवाय 35 कोटी जनता 21 ते 40 या वयोगटातील आहे. या सर्वांच्या इच्छा आणि आकांक्षा, अपेक्षा वाढत आणार्‍या आहेत. त्याचप्रमाणे त्यांची क्रयशक्ती देखील वाढलेली आहे. अशा प्रकारे भारत नावाची एक मोठी बाजारपेठ तयार झाली असून जगांतील सर्व उत्पादक कंपन्यांना त्यांचा माल खपविण्यासाठी ही बाजार पेठ खुणावत आहे.
त्याचप्रमाणे गतिशील वाहने आणि इंटरनेट, मोबाइल यासारख्या आधुनिक साधनांमुळे माहितीची देवाण-घेवाण व मालाचीही देवाण-घेवाण प्रचंड वेगाने करता येऊ लागली आहे. भारतीय कामगार वर्गाचे पगार अजूनही जगातल्या कामगारांपेक्षा कमी आहेत. थोडक्यांत भारत ही फक्त बाजारपेठ नसून उत्पादनपेठ पण होऊ शकते. हे लक्षांत येऊन सर्व उत्पादक कंपन्यांना इथे आपली उत्पादनाची केंद्र आणि मार्केटिंग केंद्र दोन्हीं चालवायची आहेत. त्यासाठी नोकर वर्ग इथलाच लागणार आणि त्या नोकरवर्गाला इथली संस्कृति कळलीच पाहिजे.
अपूर्ण

संस्कृत खजिन्यांतील मोती - 3 : सत्वाने कार्यसिद्धी

2009-04-30T10:34:00.000-07:00

संस्कृत खजिन्यांतील मोती - 3 : सत्वाने कार्यसिद्धी चित्रफितीवर पहाण्याठी इथे क्लिक करा
आज आविष्कारांचे युग आहे आणि मनुष्याला पुढे नेण्यासाठी कित्येक साधन सुविधा उपलब्ध आहेत. एकीकडे अशा साधनांचे पेव फुटले आहे. संगणक आला, मोबाईल आला, इंटरनेट आले. घरगुती वॉशिंग मशीन पासून तर एस्कलेटर पर्यंत अशा कित्येक ऑटोमॅटिक सुविधा आल्या. पण या मशीनी सुविधांच्या जगांत मनुष्य हरवला तर त्याचे मोटिवेशन कसे टिकवायचे हा प्रश्न मॅनेजमेंटच्या संस्थामध्ये प्रामुख्याने घेतला जात आहे.
या सगळयावरुन मला एक श्लोक आठवतो. अगदी लहानपणापासून माझा आवडता हा श्लोक आहे.
रथस्थैकं चक्र, भुजगयमिता: सप्त तुरग:
हे सूर्याचे वर्णन मांडलेलं आहे त्याच्या रथाला एकच चाक आहे. त्याचे सप्त तुरग: म्हणजे सात घोडे आहेत पण त्यांचे पाय भुजगांनी - सापांनी बांधलेले आहेत.
निरालम्बो मार्ग : चरणविकल: सारथिरपि
त्याचा रस्ता निरांलब आहे - म्हणजे वाटेत कुठेही आलंबनासाठी म्हणजे विसावा अथवा आधार घेण्यासाठी जागा नाहीये. त्याच्या सारथी अरुण हा चरणविकल म्हणजे पायांनी अधू आहे. आणि तरीही
रविर्यात्येवान्तं प्रतिदिनमपारस्य नभस:
हा रवि, हा यूर्य दररोज अपार अशा नभाची यात्रा पूर्ण करतो.
यासवरुन आपण बोध घ्यावा की,
क्रियासिध्दि: सत्वे भवति पुरुषां नोपकरणे
माणसाला जी क्रियासिध्दि होते, त्याचं काम पूर्ण होत ते उपकरणांमुळे नाही, तर त्याच्या अंतर्मनातील सत्वामुळे. त्याची जिद्द, चिकाटी या गुणांमुळे कार्य यशस्वी होत- तेच नसेल तर सगळया प्रकारची उपकरणं, साधनं असून काय उपयोग
पुन्हा बघूया हा श्लोक
रथस्यैकं चक्रं भुजगयमिता: सप्त तुरग:
निरालम्बो मार्गश्चरणविकल: सारथिरपि
रविर्यात्येवान्तं प्रतिदिनमपासस्य नभस:
क्रियासिध्दि: सत्वे भवति पुरुषां नोपकरणे ॥
म्हणूनच आपण म्हणतो मन घडवा माणूस घडवा. मनामध्ये जिद्द असू द्या. सत्व असू द्या. मी कार्यसिध्दिला नेणारच असा ठाम निश्चय असून द्या. मग साधनांची कमतरता तुमच्या आड येणार नाही - तुमचे सत्वच तुम्हाला तुमचे ध्येय मिळवून देईल.
मॅनेजमेंटच्या विद्यार्थ्यांनी मनात खोल उतरवून ठेवण्यासारखा श्लोक आहे हा !
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संस्कृत खजिन्यांतील मोती -2 : गुरु महिमा

2009-03-12T01:50:00.000-07:00

भाग 2 गुरुमहिमा
भारतीय संस्कृतीत गुरु या व्यक्तीला अनन्य साधारण महत्व आहे. मातृ देवो भव, पितृ देव भव, आचार्य देवो भव असं एकाच वेळी मांडलं गेलं आहे. जन्मदात्या आई-वडिलांचा मान देवाइतका. तसेच आचार्यांचा मानही देवाइतका.
आपल्या सर्वांच्या नित्य ऐकण्यातला छान श्लोक आहे.
गुरुर्ब्रह्मा, गुरुर्विष्णुः
गुरुर्देवो महेश्वर: |
गुरुः साक्षात परब्रह्म
तस्मै श्री गुरवे नम: ||
गुरुर्ब्रह्मा - गुरु हाच ब्रह्मदेव आहे, गुरुर्विष्णु: - गुरु हाच विष्णु आहे, गुरुर्देवो महेश्वरः - गुरु हाच देवाधिदेव महादेव पण आहे. गुरु हाच साक्षात्‌ परब्रह्म देखील आहे. तस्मै श्री गुरुवे नमः - म्हणून अशा या श्री गुरुला माझे नमन असो.
गुरुलाच साक्षात देवाच्याही आधी वंदन असो असे सांगणारे आले भक्त शिरोमणि कबीर होऊन गेले - ते म्हणतात
“गुरु गोविंद दोऊ खडे काके लागू पाय|”- गुरु आणि गोविंद असे दोघेही माझ्यासमोर उभे ठाकलेत, तर मी आधी कुणाच्या पाया पडू? आणि उत्तर सांगतात “बलिहारी गुरु आपनी - जिन्ह गोविंद दिया बताय||”
हे गुरुवर्या आधी तुमच्याच पाया पडणार, कारण तुमच्यामुळेच मला गोविंद समजला - परमात्म्याचं स्वरुप समजल.
एक फार जुनी बंदिश आहे - गुरु बिन कैसे गुण गाऊँ, गुरुने शिकवले नाही - ज्ञान दिले नाही तर मी परमेश्वराचे गुण वर्णन तरी कसे करु?
ज्ञानदेव म्हणतात --
हे अपार कैसेनी कवळावे
महातेज कवणे धवळावे
गगन मुठी सुवावे
मशकें केवी ?
परी एथ असे एकु आधारु
तेणेची बोले मी सधरु
जे सानुकूळ श्रीगुरु
ज्ञानदेवो म्हणे
हे गीतेचे अपार तत्वज्ञान म्हणजे सूर्याला उजाळा देण्यासारखे किंवा चिलटाने आकाशा मुठीत धरण्यासारखे आहे- तरी पण मला आधार आहे तो अनुकूल असलेल्या श्री गुरु निवृत्तीनाथांचा, म्हणूनच मी हे करु शकेन.
थोडक्यात सांगायचे तर ज्ञानाच्या कक्षा, त्याच बरोबर कर्तृत्वाच्या कक्षा उंचावण्यासाठी आपल्याला गुरुच पुढे घेऊन जातो.
गुरु महिमा अगाध आहे. तसेच भारताची गुरु व गुरु-कुलांची परंपराही फार मोठी आहे. म्हणूनच गुरु: साक्षात परब्रह्म सारख्या ओळी कविला अनायास सुचतात आणि ऐकण्या-यालाही लगेच भावतात.
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आकाशवाणी जळगांवच्या प्रकाशकिरण या कार्यक्रमातून केलेले विवेचन, रविवार, दि. ---??
संस्कृत खजिन्यांतील मोती -2 : गुरु महिमा ही चित्रफीत पहाण्यासाठी क्लिक करा

संस्कृत खजिन्यांतील मोती -1 : विद्या आणी धन कां आणी कसे --

2009-01-26T02:27:00.000-08:00

संस्कृत खजिन्यांतील मोती -1 : विद्या आणी धन कां आणी कसे --
विद्या आणी धन कां आणी कसे --
एक मार्मिक सारग्रहण पहा या यू-ट्यूब लिंक वर -
http://in.youtube.com/watch?v=YHgTvd6vgHg
2 सुभाषिते
क्षणशः कणशश्चैव विद्यामर्थंच चिन्तयेत् ।
क्षणत्यागे कुतो विद्या कणत्यागे कुतो धनम् ।।
अजरामरवत् प्राज्ञः विद्यामर्थंच चिन्तयेत् ।
गृहीत एव केशेषु मृत्युना धर्ममाचरेत् ।।

Sanskrit and Ayurved -- 3 videoes

2009-01-01T10:54:00.000-08:00

A dialogue on Sanskrit and Ayurved has been recorded.Some exerpts can be seen here.
Learning Ayurved --1
Learning Ayurved --2
Learning Ayurved --3

Kaushalm_trust-footer

2008-10-02T14:01:00.000-07:00

For your comments email to
sanskrit_tv@yahoo.co.in
or write to
Ranjan Goswami, Jt Director PCRA, 10, Bhikaji Cama Place, New Delhi 110061

Vision, Mission Appeal and FAQs of Kaushalam+Trust

2008-10-02T13:57:00.000-07:00

संस्कृत साठी आपण कांय करू शकतो

2008-03-06T11:07:00.000-08:00

For your comments email to
kaushalamtrust@gmail.com
or write to
Ranjan Goswami, Jt Director PCRA, 10, Bhikaji Cama Place, New Delhi 110061

आजमितीला संपूर्ण जगभरांत संस्कृतचे गाढे अभ्यासक व चिंतक यांची संख्या 20 हजाराच्या आसपास असेल. आपण संस्कृत साठी पुढे कांय करू शकतो
कृपया तुमचे विचार इथे मांडा

संस्कृत के विद्वज्जनोंको निमंत्रण : Invitation to the experts

2007-11-05T13:31:00.000-08:00

Appeal to all admirers of sanskrit:
Please volunteer. If you know anyone as a sanskrit expert, take a print out of the Hindi letter below, take it to them and request to fill it up and send at the address of Mr. Ranjan Goswami, Delhii.
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परम्‌ आदरणीय श्री ........................ जी,
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विषय : टी.वी. कार्यक्रम ''संस्कृत की दुनिया''

आदरणीय महोदय,
जैसा कि हम सभी जानते हैं कि सम्पूर्ण विश्व में भारतवर्ष की गणना एक महान एवं गौरवशाली देश के रूप में की जाती है। इसका मुख्य श्रेय भारतीय ऋषियों, महर्षियों, एवं मनीषियों को जाता है जिनके घोर तप एवं अथक परिश्रम के परिणाम स्वरूप गौरवशाली प्रतिमान-संस्कार, चरित्र, सहजता, सरलता, मृदुभाषिता, परोपकारिता, प्रेम, करूणा, दया, सहानुभूति, एवं वसुधैव कुटुम्बकम् की भावना आदि आदर्श जनित एवं पल्लवित हुए हैं। ये सभी गौरव शाली प्रतिमान देवभाषा 'संस्कृत' के पावन पुनीत ग्रंथों में संकलित हैं।

२१वीं शताब्दी में जहाँ एक ओर सूचना क्रांति और उद्योग-विज्ञान के युग में तकनीकी अध्ययन पर बड़ी सक्रियता से कार्य किया जा रहा है, वहीं दूसरी ओर संस्कृत भाषा के अध्ययन एवं अभ्यास की गति बहुत ही धीमी है। परिणाम यह है कि भारत का एक बहुत बड़ा वर्ग, अनमोल संस्कृत ग्रंथों में संजोए 'गौरव पुंज' से आलोकित होने से वंचित होता जा रहा है, जिसके अगणित अस्वीकार्य दृश्य परिणाम हम सभी के सामने हैं।

ऐसी दशा में हम सब का परम्‌ कर्तव्य ही नहीं बल्कि नैतिक जिम्मेदारी भी है कि हमें अपनी विरासत और समृद्ध परंपराओं को, नयी पीढ़ी के लिए और अधिक व्यावहारिक बनाना अति आवश्यक है। ताकि सम्पूर्ण विश्व में भारत के गौरव का गान गूँजता रहे। "कौशलम्‌ ट्रस्ट, पुणें" इस कार्य के लिए संकल्पवद्ध है, जिसकी सफलता के लिए आप जैसे मनीषियों का सहयोग अतिशिघ्र अपेक्षित है। "कौशलम्‌ ट्रस्ट" की बृहत् कार्ययोजना में, व्यापक और सभी के लिए स्वीकार्य सशक्त दृक्-श्राव्य माध्यम अर्थात् टी.वी.पर कार्य़क्रम का आयोजन भी शामिल है। इस माध्यम से 'संस्कृत की दुनिया' नामक टीवी कार्यक्रम प्रसारित किया जाएगा। इसमें संस्कृत भाषा की समृद्धि से जुड़े आपके अनुभवों एवं प्रेरणादायक विचारों को स्थान दिया जाएगा। कार्यक्रम का संक्षिप्त विवरण अनुलग्नक-अ, संलग्न है।इसे आप मेरे अन्य ब्लॉग संस्कृत की दुनिया proposed T.V. PROGRAMME या दूसरा ब्लॉग A Trust and a TV serial as a part of plan for revival of sanskrit पर देख सकते हैं।

आपसे विनम्र अनुरोध है कि अपनी स्वीकृति से हमें अवगत कराते हुए संलग्न प्रश्नावली (अनुलग्नक-ब) को भरकर शीघ्रातिशीघ्र निम्नलिखित पते पर भेजें। आपकी अति कृपा होगी।

इन्हीं शुभकामानओं के साथ ।
भवदीय

(.........................)
वास्ते कौशलम ट्रस्ट

अनुलग्नक-ब
प्रश्नावली (संस्कृत विद्वानों के लिए)

नाम :
पिता का नाम :
जन्म तिथि :
पत्र व्यवहार का पता :
फोन नं. :
ईमेल पता :
शैक्षणिक योग्यता :
गुरू परिचय
व्यवसाय :
शोध कार्य
प्रकाशित-प्रमुख साहित्यिक लेख :
संबंधित विषय पर दिये गये व्याख्यान :
भाषा एवं संस्कृति के क्षेत्र में किये गये प्रमुख कार्य :
अभिरूचियॉं :
अन्य उल्लेखनीय कार्य :
हस्ताक्षर
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हमारा ईमेल sanskrit_tv@yahoo.co.in
हमारा पता
Shri Ranjan Goswami
PCRA
10, Bhikaji Cama Place.
New Delhi 110061

संस्कृत की दुनिया proposed T.V. PROGRAM

2007-11-01T21:33:00.000-07:00

For your comments email to
sanskrit_tv@yahoo.co.in
or write to
Ranjan Goswami, Jt Director PCRA, 10, Bhikaji Cama Place, New Delhi 110061

संस्कृत की दुनिया

T.V. PROGRAMME

---Sfx. Opening Music---

प्रस्तावना : भारत का हरेक प्रकार का गौरव संस्कृत भाषा के साथ जुड़ा हुआ है। इसमें कोई सन्देह नहीं कि जब हम संस्कृत को लेकर कोई TV programme बनाने की बात सोचें तो कई प्रकार की जिज्ञासाएं हो सकती हैं.....।

यह कार्यक्रम क्यों, कैसा और किसके लिए....? इस प्रकार के कार्यक्रम से क्या-क्या लाभ हो सकते हैं....वगैरह.....।

इन सभी प्रकार की शंकाओं और जिज्ञासाओं के उत्तर में सिर्फ इतना ही कहा जा सकता है कि आज ईक्कीसवीं शताब्दी की पहली दशाब्दी में, सूचना क्रान्ति और उद्योग-विज्ञान के तकनीकी युग में, हमें अपनी विरासत और समृद्ध परम्पराओं को, नयी पीढ़ी के लिए और अधिक व्यावहारिक बनाना है और इसके लिए व्यापक और सभी के लिए स्वीकार्य माध्यम है - TV.

यह कार्यक्रम किन-किन बातों पर विशेष ध्यान देगा :

चूंकि इस प्रकार के कार्यक्रम को कई segments में बांट देने से अपार ज्ञान राशि और विविध प्रकार की सूचनाओं का संकलन व्यवस्थित हो सकता है अतः हम निम्नलिखित बिन्दुओं में से किसी एक को, एक एपीसोड के सिर्फ एक segment में शामिल कर सकते हैं। ये संलक्षित (Targeted) बिन्दु हैं -

1. Preservation of knowledge Treasure.
2. Propagation of language and literature.
3. Learning + Teaching which can be quick and higher.
4. Revalidation of Indian traditions and knowledge (पुनः
प्रस्थापना)।
5. Felicitation and highlight of scholars, institutions, manuscripts family for world to know.
6. To apply modern technology for 1 - 5.
7. Explore Sanskrit as tool for modernity.
8. Apart from literature, Astrology, Ayurveda, Mantra-sound, Environment-cleansing, Geography, Archaeology, Music
(गान, तन्त्र), Economics Toursim, Political Science, Health
Science, Yoga etc.
9. Six system of Philosophy and other prevalent thoughts of
world.
10. Computer related matters and Sanskrit grammer (NASA)

इस कार्यक्रम को रोचक और स्वीकार्य बनाने के लिए निम्नलिखित बिन्दुओं पर विशेष ध्यान दिया जायेगा -

1. Client audience.
2. Programme has to compete with other programmes.
3. Entertainment + Knowledge + Action.
4. Information - invite (to invite audience to recite Sanskrit).
5. Recital by audience.

FORMAT OF THE PROGRAMME -

''संस्कृत की दुनिया'' नामक इस टी० वी० कार्यक्रम की अवधि १२ से १५ मिनिट्स की हो सकती है जिसमें ३ अथवा ४ segments रखें जायें। कार्यक्रम का पहला segment - Prog-Montage से शुरू करते हुए शीर्षक गीत में वैदिक शान्ति पाठ को शामिल किया जाए। इस कार्यक्रम की भाषा प्रमुखतया हिन्दी ही हो किन्तु कार्यक्रम के स्वरूप के अनुसार आवश्यकता पड़ने पर संस्कृत, अंग्रेजी या कहीं-कहीं, थोड़ी-थोड़ी क्षेत्रीय भाषाओं का प्रयोग भी हो सकता है।

सूत्रधार (He or She) एपीसोड के नायक, संस्कृत-जीवी को highlight करेगा या करेगी। उसकी उपलब्धियों और रचनाओं की प्रासंगिकता को वर्तमान-जगत्‌ की उपयोगिता के लिए प्रस्तुत किया जाए।

एपीसोड का नायक-विद्वान्‌ आधुनिक या प्राचीन परम्पराओं से (School of thoughts may be different) जुड़ा हो सकता है।

कार्यक्रम का तीसरा segment रोचकता से भरपूर हो जिससे सामान्य दर्शक भी अपने आपको इसके साथ जोड़ सके। इसके लिए मनोरंजक घटना, कथा-कहानी या चुटकुला भी हो सकता है।

चौथे और अन्तिम segment में दर्शक से कोई एक प्रश्न पूछा जाए और बाद में सच्चा जवाब भेजने वाले को नकद या कोई गिफ्ट या पुरस्कार दिया जाए।

अंत में सुभाषित का सन्दर्भ भी दिया जा सकता है, जिससे अप्रत्यक्षरूप से युवा-पीढ़ी को नैतिक सन्देश मिल सके।

कार्यक्रम का समापन करने से पहले Anchor, ''संस्कृत की दुनिया'' से जुड़ी राष्ट्रीय, अन्तराष्ट्रीय या क्षेत्रीय कोई भी विशेष घटना, रचना, उपलब्धि या कार्य की update सूचना दे कर, कार्यक्रम का एपीसोड पूरा करें।

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REVIVAL OF SANSKRIT

2007-10-11T21:27:00.000-07:00

For your comments email to
sanskrit_tv@yahoo.co.in
or write to
Ranjan Goswami, Jt Director PCRA, 10, Bhikaji Cama Place, New Delhi 110061

sanskrit is not just a language but an inexhaustible treasure of knowledge. If we allow this to be lost we will be swept backward in the pursuit of knowledge. Click here to know how YOU can contribute to the revival.
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REVIVAL OF SANSKRIT

Leena Mehendale
1. Time Constraint

The study of Sanskrit both in terms of quanity and quality has suffered immense deterioration during the 20th century. It is quite likely that after the A.D. 2010 we will not be able to retain or protect this vast heritage which was ours for thousands of years. In our present population of about 100 crores we can hardly find about 5 lakh people who have some working knowledge of Sanskrit. Out of these most have proficiency only in some Sanskrit recital e.g. stotra or mantra which are employed in various rituals. A few others have proficiency in the language. People who can be called expert in Sanskrit are mostly in the age group of 60+. They will be lost to us within a short period of 15-20 years. There may be only few hundred of experts who are below the age group of 50 years and they may be far too inadequate for promotion of Sanskrit all by themselves. We cannot rely on them to take the study of Sanskrit much farther. Hence all the efforts for protection of Sanskrit must concentrate now for the coming 10-15 years.

2. Role of Modern Technology

The problem of protection of Sanskrit must deal with the twin task of preservation of the old knowledge and its propagation. The preservation of traditional knowledge was done earlier by word of mouth and later by printing the books. Now very strong methods of retaintioin have become available in terms of audio and video cassettes and CDs and other computer storages. However, we have not yet made use of these strong techniques for the promotion of Sanskrit. It is, therefore, necessary to see how we can get together and adopt a project approach running for a minimum of 10 years in order to create audio and video material which will at least document the presently available knowledge of Sanskrit. To give an example, it is estimated that there will be about 500 people will who can very well recite the Vedas in their true format. It would be a good idea to use this expertise and make audio and video cassettes of the Vedic recital. Similarly to print the Vedas, we have to use many more symbols than our present set of alphabets. For each such symbol there is typical rhythm and method of pronunciation. Hence, the proper and accurate printing of these texts and their true and honest rendering an audio cassettes must also be undertaken as a continuous and frequently repeated process. Then we come to the question of propagation. Merely preserving the heritage in the form of archival knowledge will not be sufficient and efforts must be made to also promote the study of Sanskrit, both in terms of quality and quantity.

3. Lacunae in System of Education

Methods of education adopted during 20th century were not at all conducive to propagation of Sanskrit. Along with Sanskrit knowledge in other traditional subjects such as Ayurved, astrology, astronomy and philosophy etc. have also suffered. Let us examine the lacunae in the present education that has led to such deterioration of our traditional knowledge.

We use any language as means of communication to be used for the study of subject. For example, I may be studying physics or economics or botany and the aim of my study is to know these subjects. The medium which I may adopt may be Hindi, English or French etc. Thus language is only a means for the study of the subject and while that subject is being studied not much by thinking or effort should be needed into the study of a language. However, in case of Sanskrit this is not so, because Sanskrit has to be first studied as a subject before any other subject is studied through its medium. The study of this subject is an additional task which must be undertaken and at least a good level of proficiency must be acquired before we can actually reach out of the vast treasure of subject-wise knowledge from various Sanskrit texts. Our present system of education is NOT so designed as to fulfill this need of the extra effort.

4. The study of Sanskrit presently available in two forms:
(i) one is general education of Sanskrit in which a nominal acquaintance with the knowledge is given upto matriculation. Even further, upto graduation students can offer Sanskrit as one of three subjects of studies and may further opt for Sanskrit as the subject for post graduation.

ii) The other system of studying Sanskrit is through the traditional vidyapeeths, at four levels. Prathama, Madhyama, Shastri and Acharya. Madhyama level is equivalent to Matriculation and is expected to make the student proficient enough so as to undertake the study of other subjects through the medium of Sanskrit. However this fact is not fully appreciated or utilized in the study of Shastri or Acharya levels. The present syllabi at these levels offer only the following subjects for higher study:

a) Sanskrit itself
b) Dharamshastra which is a major canvas and accommodates many other subjects like ethics, philosophy, economics, political science etc. and also science in small amounts.
c) Jyotish:

It is necessary to change this approach of offering only three subjects and that too such subjects which are considered as relics of past. It is, quite obvious that this kind of higher study does not really help anyone to promote Sanskrit or bring it at par with other languages which are considered as storage of knowledge. Since that does not happen, therefore, gradually the vast knowledge of other subjects which is available in Sanskrit will also be lost. It becomes a vicious circle where both the language and the subjects will be lost to posterity.
5. Let us consider what were the subjects in which quite a great deal of study has taken place in the past. These subjects included astronomy, astrology zoology, economics, political science, ethics, logic, philosophy architecture, Ayurved, Botany, Physiology etc. It shall be appreciated that these were subjects in themselves, which is quite different from studying Sanskrit literature which comprises the study of dramas, stories or poetry in that language. However, the study of vast texts on these subjects has not been continued in the present era, through Sanskrit, because it is more convenient and up-to-date to study them through English. This preference for English as the language of learning any subject is likely to continue in future thus relegating Sanskrit further to past.

In order that the study of Sanskrit is utilized to protect and expand the knowledge of the different subject it will be necessary that the many old Sanskrit texts on these subjects are supplemented by bringing the present concepts to them. For example, the study of archeology must be associated and supplemented by a study of chemistry, whether in English language or in Hindi language.

Similarly the study of Ayurved must be supplemented vastly from the new innovations made in the field of basic sciences such as physics, chemistry, botany, zoology etc. It should be recalled that progress of Allopathic science did not occur only through what can be called modern medicine. The innovations from basic sciences have contributed tremendously to the allopathic practices. For example, the concept of measuring pressure has helped in devising the blood pressure instrument while technology of measuring temperature has helped in measuring the fever of a patient. The technology of producing X-rays has been greatly used in the Orthopedics.

While the modern medicine or allopathy has kept up with these new innovations in basic sciences, Ayurved has not done so. The reason for this can be solely attributed to the lack governmental support during the 19th and 20th Century which also amounted to lack of public support during the entire 20th century. Even today the government policy on Ayurved prescribes that Ayurved is only that knowledge which was written and documented in the days of Sushrut and Charak which must be of at least 500 years old. Therefore, the government policy itself does not allow Ayurved to be dynamic and derive the benefits of latest innovations in basic sciences. If Ayurved is to be understood as a science of life and a science of healthy life free of diseases and as a science of proper cures for the diseases then Ayurved must be treated as applied technology which should be able to draw upon the current scientific knowledge and match the current demands. For this Ayurved has to take into account and go hand in hand with the inventions of modern basic science.

Today no Ayurvedic doctor seems to be capable of matching and comparing his knowledge of Ayurved with the modern knowledge of basic science. The Government has also not promoted this. In fact it can be stated that the government has not promoted this even in case of Allopaths, because, a student of MBBS does not generally attempt to get expertise in say chemistry or physics. However, the allopathic practitioner does not lose on account of this government lacunae because allopathic practitioners from other countries are encouraged for such simultaneous studies and they discover methods of adoption and application of basic sciences, thus additing on the available knowledge of modern allopathy. then the allopaths of our country only have to borrow whatever has come in practice in other countries. Unfortunately for Ayurved no such mechanism exists whereby some student will be able to combine Ayurved with the inventions of basic sciences to take Ayurved further from where it was in the era of Sushrut and Charak.

Unless and until government is able to provide for this gap the study of Ayurved is going to remain a static study and will soon be converted into dead data base. Here, therefore, comes the role of Sanskrit scholars and institutions teaching Sanskrit. Through the study of Sanskrit they have to explore the hidden past knowledge of Ayurved but they also have to make the students conscious and capable of simultaneously studying the modern subjects. Then only the knowledge of Sanskrit can be widened and be made relevant and useful to the present day situation.

Other subject of great importance but vastly ignored by our educationists who design the syllabi of Sanskrit and Ayurved is the field of research especially, numerical research including the skill of handling statistical data base. Our Ayurved practitioners do not have expertise to conduct any numerical study to really find out the efficacy of their methods. It is not only their fault. They have not been trained to undertake any study or research or how to handle statistical data base. Therefore along with study of Ayurved we have to introduce more such studies. In short, we have look for more capable students than the average and this will come through only with proper strategies.

Here I would like to quote the example of Alberuni, the famous historian who visited India with Mahmud Gaznavi during the 11th century. It is stated that Mr. Alberuni after visiting India studied Sanskrit language. Then he studied the Indian philosophy, then he studied in depth, the concept of various rituals for Sanskar. After all that, he visited several houses at different localities and took actual tally of how and how much these households or communities were actually conducting and participating in such rituals. This kind of numerical study is quite unthinkable for the present day students of Ayurved or students of traditional Sanskrit Vidyapeeths. Hence it appears that whatever is taught today in the Sanskrit Vidyapeeth is soon going to become irrelevant and once that happens we would have completely lost this vast heritage of ours.

6. What can the individuals contribute?

It is, therefore, necessary now to sit up or stand up and do something for the preservation and propagation of Sanskrit. I put forward the following questions for the consideration of all those who have any interest in the subject:

1) Do you wish that efforts should be made for the preservation and propagation of Sanskrit?

2) Do you wish to contribute to such efforts?

3) Are you ready to go into some action for fulfilling your wish?

4) Given only the period of next 10 years or 3600 days, how much period are you willing to contribute for this cause? Kindly answer in terms of number of days per year and no. of hours per week.

5) Can you specify how many hours per day you will be in a position to contribute for this cause?

6) In addition to time will you also be in a position to contribute in terms of money or professional expertise or influence?

7) Your professional expertise in following areas will be necessary:-
a) Knowledge of Sanskrit language including the knowledge of literature available in Sanskrit dealing with various subjects.
b) Managerial expertise to undertake a project for protection and propagation of Sanskrit.
c) Knowledge of modern science such as mathematics, astronomy, physics, chemistry, Botany, economics, sociology, archaeology, astrology, architecture engineering, etc.
d) Your knowledge and expertise of handling media either through writing or through photographs or through audio and video cassettes.
e) Your expertise in handling advertising.
f) Expertise in printing methodology.
g) Expertise in fund collection.
h) Expertise in accounts, book keeping, library science and library management.
i) Your expertise in PR relations to identify and motivate personalities who will be of use for the cause.
j) Expertise in computers and other techniques of data - storage.
k) Expertise in preparing Educational material.

In order to support or encourage the propagation of Sanskrit some scholarship arrangement will have to be made immediately. I would like to suggest that very good scholarship involving lot of monetary and other incentives should be given for the students for simultaneously acquiring proficiencies in modern sciences + Sanskrit, or modern science + Ayurved, or modern subjects + corresponding literature available in Sanskrit. Historian must be encouraged to do the dating of various books and text written in different era. The language used in Sanskrit texts has changed from period to period and therefore, we also need to have scholar with expertise in understanding how the grammar and usage in Sanskrit has changed from period to period. We also have to prepare a catalogue of all the available literature either in the form of printed or hand written material available with a large number of household and institutions. We also need expertise in the deciphering technique of all this material.

One major source of literature and genetic or family heritages is the vast record lying with large number of Pandas in various pilgrim places. We may have to make efforts to get this material collected and preserved in the form of prints, CD’s etc.

These are some of the thoughts which I have put up as a draft paper to explain the objectives of a project which will have to be worked out by all those who feel concern for our language, knowledge and heritage.

All are welcome to join me in this endeavour.
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संस्कृत की दुनिया : कौशलम् न्यास kaushalam.trust@gmail.com *sanskrit ki duniya*