IKS and English Studies (2026)

Indian Knowledge Systems and English Studies

23-24 March 2026

The Department of English, Maharaja Krishnakumarsinhji Bhavnagar University (MKBU), in collaboration with the Knowledge Consortium of Gujarat (KCG), Government of Gujarat, organized a National Workshop on Indian Knowledge Systems and English Studies from 23  March to 24 March 2026.

👉The Workshop is documented here: 

    https://sites.google.com/view/webinar-eng-mkbu/ikses26#h.h5cwc8btx7y

👉Video Recordings of the Workshop:

https://sites.google.com/view/webinar-eng-mkbu/ikses26/livestreamiks26

👉Photo Album of the Workshop

https://photos.google.com/share/AF1QipMHAUqRsMzJxrQvNHPhINVrMTmAgXotTlE3dQf703yphPhO_CS2dCtDuZzNYchEgkey=ZlZwY201TmxUUDhHQmFULWRvT2tKYW51aWp3ak13

Detailed Schedule of Sessions

Introduction to the theme of the seminar on IKS and English Studies

Sub-Themes

1. IKS and Language Studies

Exploring insights from Bharatiya linguistic and philosophical traditions—such as theories of language, meaning, and discourse—and their relevance for expanding the scope of language studies within English departments.

2. Indigenous Research Methodologies in English Studies

Examining Indian epistemological frameworks—such as the knowledge categories articulated in the Nyaya Sutras and language philosophy associated with Bhartrhari—as methodological tools for literary research and interpretation.

3. Landscape, Ecology and Classical Indian Aesthetics

Re-examining ecological and aesthetic frameworks such as Tolkappiyam and the Tinai poetic system in relation to modern ecocriticism, indigenous literary traditions, and global environmental humanities.

4. British and American Literature in Dialogue with IKS

Tracing the influence, resonance, or comparative possibilities between Indian philosophical ideas and writers such as T. S. Eliot and Ralph Waldo Emerson, as well as broader intersections between IKS and Anglo-American literary traditions.

5. Comparative Poetics and Literary Theory

Engaging classical Indian aesthetic traditions—particularly Natyashastra and Rasa theory—in conversation with Western literary theory and criticism.

6. Cross-Cultural Feminist Thought and the Divine Feminine

Exploring dialogues between Indian philosophical concepts of the feminine divine and feminist theory, including the work of Luce Irigaray, in relation to contemporary literary texts.

7. Translation Studies and Indian Knowledge Systems

Examining Indic translation theories, the translation of classical Indian texts into English, and the role of translation in introducing IKS perspectives into English Studies curricula.

8. Myth, Archetype and Narrative Traditions

Comparative studies between Indian mythological frameworks and Western archetypal criticism associated with thinkers such as Northrop Frye, exploring shared symbolic patterns in global literary traditions.

9. Pedagogical Approaches for Teaching IKS through English Literature

Developing innovative strategies for incorporating IKS into literature and language classrooms through multidisciplinary course design, experiential learning, and research-oriented pedagogy.

10. Curriculum Design and IKS Integration in English Studies

Practical proposals for integrating IKS components into undergraduate, postgraduate, and doctoral programmes in English Studies in alignment with NEP curricular frameworks.

Experts and Resource Persons:

Prof. Atanu Bhattacharya : 

 IKS and Language Studies

Prof. Sachin Ketkar: Translation and IKS in English Studies

Prof. Dushyant Nimavat: Indian Research Methodologies: An Alternative Approach to Inquiry in English Studies 

Dr. Kalyan Chattopadhyay: Pedagogical Approaches for Teaching IKS through English Literature Courses

Dr. Kalyani Vallath: Landscape, Emotion and Ecological Meaning: Re-reading Tinai Aesthetics in Global Literary Contexts

Prof. Ashok Sachdeva: British–American Literature and Indian Knowledge Systems

Dr. Amrita Das: Reclaiming the Divine Femininity of Indian Women through the French Theoretical Lens of Luce Irigaray

Inaugural Ceremony

The session is the inaugural ceremony and the first two plenary addresses of a national seminar on "IKS and English Studies" organized by the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University (MKBU)

Seminar Vision and Introduction Dr. Dilip Barad introduces the seminar's core objective: integrating Indian Knowledge Systems (IKS) with English studies. He emphasizes that the goal is not to promote anti-English sentiments, uncritical glorification of the past, or narratives of postcolonial victimhood.

Instead, the seminar seeks to foster a productive, complementary dialogue between Western and Indian traditions, treating IKS as an equal participant in global intellectual discourse rather than relying on binary oppositions

My First Poster Presentation Experience

Presenting this poster for the first time was a memorable and valuable academic experience for me. It was my first opportunity to share my research work in a poster presentation format, and it helped me understand how ideas can be communicated visually as well as verbally.

My poster titled “Beyond the Stochastic Parrot: A Bhartṛharian Diagnostic of Semantic Hallucinations and Absence of Pratibhā in AI-Generated Fiction” focused on combining classical Indian philosophy with contemporary discussions on Artificial Intelligence. Preparing this topic was both challenging and exciting because it required careful reading, comparison, and organization of ideas.

At the beginning, I felt nervous because it was my first poster presentation. I was concerned about how I would explain such a complex topic in front of teachers, scholars, and fellow students. However, once I started presenting, I gained confidence. Explaining my research objectives, methodology, and findings helped me improve my communication skills and academic confidence.

One of the most rewarding parts of the experience was interacting with the audience. Their questions and responses encouraged me to think more deeply about my topic. I also learned how important it is to present research clearly, briefly, and confidently.

This first poster presentation taught me many things: how to organize research visually, how to speak professionally, how to answer questions, and how to engage with academic discussions. It also motivated me to continue doing research in literary studies and interdisciplinary topics.

Overall, this was a proud and enriching experience for me. Being able to present my own research for the first time gave me confidence and inspired me to participate in more seminars, conferences, and academic events in the future.

 My Learning Outcome from This Poster Presentation

This poster presentation was a meaningful learning experience for me, both academically and personally. Through this experience, I gained deeper knowledge about the relationship between literature, philosophy, and Artificial Intelligence. I learned how classical theories such as Bhartṛhari’s concept of **pratibhā** can still be relevant in analyzing modern technological developments.

I also improved my research skills by collecting sources, reviewing literature, comparing texts, and organizing ideas into a clear academic structure. This project taught me how to transform a complex research topic into a concise and visually effective poster presentation.

Another important learning outcome was the development of my communication skills. Presenting the poster helped me learn how to explain difficult concepts in a simple and confident manner. I also learned how to answer questions, interact with an academic audience, and discuss my ideas professionally.

This experience increased my confidence in public speaking and academic participation. It reduced my fear of presenting in front of others and encouraged me to express my ideas more clearly.

I also learned the importance of time management, planning, and teamwork during the preparation process. Completing the poster successfully required dedication, coordination, and careful attention to detail.

Overall, this presentation helped me grow as a student and researcher. It strengthened my critical thinking, presentation ability, and motivation to participate in future seminars, conferences, and research activities.

Plenary Session 1:

Prof. Dushyant Nimawat

Prof. Dushyant Nimawat on IKS as Research Methodology

Video recording of this session

Prof. Dushyant Nimawat argues against the exclusive dependence on Western research methodologies, which have become a singular and static lens that often limits academic inquiry. According to him, applying Western theories such as feminism directly to regional texts can create cultural blind spots, leading to overgeneralizations that fail to do justice to the original literature.

              

Drawing inspiration from Decolonizing Methodologies by Linda Tuhiwai Smith, he questions the continued reliance on Western benchmarks such as Scopus to measure academic success. Instead, he proposes ancient Indian knowledge frameworks not as replacements for Western models, but as complementary and scientific tools capable of engaging in dialogue with them.

Key Methodologies and Concepts Highlighted by Prof. Nimawat

1. The Six Pramanas (Valid Means of Knowledge)

A highly structured ancient Indian framework for validating knowledge and research.

• Pratyaksha (Perception):
  Emphasizes direct observation and direct textual encounter. This aligns strongly with close reading and ethnographic methods.
• Anumana (Inference):
  Involves logical reasoning, including deductive and inductive processes. It ensures that research claims remain grounded in evidence rather than broad assumptions.
• Shabda (Testimony):
  Focuses on verbal authority, citation, and traditional mechanisms of transmitting knowledge.
• Upamana (Analogy):
  Provides a basis for comparative studies and cross-cultural analysis through similarity and analogy.
• Arthapatti (Presumption):
  Relates to hypothesis formation and reader-response dynamics, questioning how meaning comes into existence.
• Anupalabdhi (Non-apprehension):
  Deals with absences, silences, and what texts do not say. It is especially useful for identifying the limitations or delimitations of a research work.

2. Vada Traditions (Truth-Seeking Debate)

Vada represents a truth-oriented model of debate in which scholars remain open-minded and willing to accept contradictory ideas if they lead to deeper understanding. It encourages synthesis rather than rigid opposition.

This differs from many Western academic approaches that often require scholars to adopt one fixed stance and defend it consistently throughout their work.

Prof. Nimawat also contrasts Vada with:

• Jalpa: Competitive debate aimed at winning an argument.
• Vitanda: Destructive criticism focused only on refuting the opponent without presenting a constructive position.

3. Rasa and Dhwani Theories

These are sophisticated Indian interpretative methodologies with roots going back to around the 9th century.

Dhwani Theory

Dhwani theory interprets literature through three levels of meaning:

• Vakya: Literal or dictionary meaning of the text.
• Lakshana: Indicated meaning found between the lines.
• Vyangya: Suggested or deeper meaning that transcends the explicit text.

This framework allows literary analysis to move beyond surface reading and uncover emotional, symbolic, and philosophical layers.

Prof. Dushyant Nimawat presents Indian Knowledge Systems (IKS) as a robust research methodology that can enrich modern scholarship. Rather than rejecting Western approaches, he advocates a balanced model in which Indian epistemological frameworks and Western methodologies interact constructively, creating a broader and more culturally sensitive approach to research.

Learning Outcomes

After studying Prof. Dushyant Nimawat’s views on IKS as Research Methodology, learners will be able to:

• Understand the limitations of exclusive Western research methodologies in interpreting regional and indigenous texts.

• Explain the concept of Indian Knowledge Systems (IKS) as a complementary framework for academic research.

• Analyze the importance of decolonizing research methods and questioning dominant academic benchmarks such as Scopus.

• Identify and explain the Six Pramanas as valid means of knowledge in Indian epistemology.

• Apply Pratyaksha and Anumana in research through observation, textual analysis, logic, and evidence-based reasoning.

• Evaluate the role of Shabda, Upamana, Arthapatti, and Anupalabdhi in citation practices, comparative studies, hypothesis formation, and identifying silences in texts.

• Differentiate between Vada, Jalpa, and Vitanda as models of debate and scholarly discussion.

• Recognize the significance of Vada traditions in promoting truth-seeking, open-mindedness, and synthesis of ideas.

Plenary Session 2:

Dr. Kalyani Vallath

1. Agam and Puram: Two Realms of Experience

Dr. Vallath explained that Sangam literature is broadly divided into two complementary categories:

• Agam – the interior world of human emotions, especially love, intimacy, longing, and relationships.
• Puram – the exterior/public world of war, heroism, ethics, kingship, and social life.

This division demonstrates how Tamil poetics carefully balances inner feeling with outer action.

2. The Tinai System: Ecology as Poetics

A central focus of the lecture was the Tinai system, an ecological-aesthetic framework in which specific landscapes determine emotional states, situations, and poetic themes. Nature is not merely background scenery—it actively shapes human experience.

The Five Primary Tinais

1. Kurinji (Mountains)

• Associated with the Kurinji flower, which blooms once every twelve years.
• Symbolizes the secret union of lovers, usually at night.
• The mountain landscape offers privacy and escape from social surveillance.

Examples:

• The sensual Himalayan setting in Kalidasa’s Kumarasambhavam
• Illicit romance in films such as Roja

2. Mullai (Forests)

• Represented by forest jasmine.
• Symbolizes waiting with hope, patience, and trust for a returning lover.
• Reflects cyclical time, emotional endurance, and harmony with nature.

Example:

• Shakuntala, who waits while nurturing her bond with the wild jasmine (van jyotsna).

3. Marudam (Agricultural Plains)

• Represents settled village life and cultivated land.
• Associated with domestic conflict, infidelity, jealousy, and moral complexity.

Examples:

• Chemmeen
• Nectar in a Sieve

These works portray betrayal and tensions embedded within social life.

4. Neydal (Coastal Regions)

• Symbolized by the water lily.
• Represents anxious longing, separation, exile, and uncertainty.
• Closely tied to migration, sea journeys, and emotional distance.

Examples:

• Amitav Ghosh’s Ibis Trilogy
• Life of Pi
• Chaucer’s Franklin’s Tale

5. Palai (Arid Wasteland)

• Not a permanent natural zone, but formed when forests and mountains dry up in summer.
• Symbolizes desolation, crisis, danger, and difficult journeys.

Examples:

• Penelope’s waiting in Homer’s Odyssey
• The perilous Dandakaranya forest in the Ramayana
• T.S. Eliot’s The Waste Land
• Thomas Hardy’s Egdon Heath
• Modern dystopian cinema

3. Tinai as a Global Comparative Framework

Dr. Vallath argued that Tinai can function as a powerful model for global comparative poetics. It parallels wider literary and philosophical systems such as:

• The Great Chain of Being
• Northrop Frye’s archetypal criticism

She traced similar ecological-emotional correspondences through:

• European Romanticism
• Symbolism
• Modernism

Although urbanization has weakened direct ties between nature and emotion, these symbolic relationships continue in transformed modern forms.

Q&A Session Highlights

1. Western Roots in Oriental Thought

Responding to a question on whether Western theories borrowed from Eastern traditions, Prof. Nimawat agreed that such influences existed. However, he emphasized moving beyond cultural pride and pursuing evidence-based archival research, especially through manuscripts preserved in Western museums.

2. Digital Archiving and Indian Knowledge Systems

Prof. Nimawat noted that Indian Knowledge Systems (IKS) can be integrated into digital platforms effectively, provided archiving is conducted scientifically and responsibly, without distorting original contexts.

3. Why Sea and Desert Are Linked

Dr. Vallath clarified the relationship between Neydal (sea) and Palai (desert). Though geographically different, both signify:

• vast emptiness
• emotional desolation
• separation
• uncertainty

Thus, the ocean can function symbolically like a desert.

4. Rasa vs. Tinai

When asked about the difference between Rasa theory (internal emotional states) and Tinai (external landscapes), Dr. Vallath explained that both systems ultimately seek harmony between:

• inner feeling
• outer environment

In both traditions, the external world converges with emotional experience.

5. Translation and Literary Genres

Dr. Vallath confirmed that Sangam literature consists entirely of poetry, not prose genres such as the novel.

She also noted that:

• translations cannot fully reproduce the rhythms of the original Tamil texts, but
• a strong translation becomes an interpretive dialogue, conveying the ecological depth and emotional resonance of the source material.

Learning Outcomes:

• Develop an understanding of Dravidian literary aesthetics through the study of classical Tamil Sangam poetry and the intellectual framework provided by the Tolkappiyam, recognizing its importance in Indian literary history.

• Gain the ability to distinguish between Agam and Puram as two foundational modes of Sangam literature, where one represents the inner world of love and emotion while the other represents public life, heroism, and society.

• Understand the Tinai system as a unique ecological model of poetics in which landscapes are directly connected to emotional states, human relationships, and poetic situations.

• Build familiarity with the five major landscapes of Kurinji, Mullai, Marudam, Neydal, and Palai, and interpret how each landscape carries symbolic meanings such as union, waiting, conflict, longing, and desolation.

• Analyze how Sangam literature presents nature not as passive scenery but as an active force that shapes human feeling, behavior, memory, and social interaction.

• Explore the comparative significance of Tinai by relating it to broader literary theories such as Rasa, archetypal criticism, and ecological approaches to literature across cultures.

• Recognize the continued relevance of ancient Tamil poetics in modern literature, cinema, migration narratives, and environmental humanities.

Plenary Session 3:

Dr. Kalyan Chattopadhyay

Dr. Kalyan Chattopadhyay’s plenary address at the national seminar on Indian Knowledge Systems (IKS) and English Studies emphasized the urgent need to decolonize English literature education in India. He argued that English departments in India still operate within colonial frameworks shaped by Lord Macaulay’s 1835 Minute on Education, which aimed to produce a class of administrators loyal to British rule while sidelining India’s rich intellectual traditions. This legacy, he noted, has created a rigid “banking model” of education where teachers are treated as the sole source of knowledge, leaving students disconnected from their own cultural heritage.

To address this crisis, Dr. Chattopadhyay proposed that IKS should be integrated not through rote learning of ancient texts, but by using Indian knowledge traditions as active analytical tools in literary studies. He highlighted several key frameworks:

• Sambada (Dialogic Method): Derived from the Samaveda, this discussion-based approach promotes debate and student participation, replacing passive learning with a learner-centered classroom. It parallels Paulo Freire’s concept of critical pedagogy.


• Nyaya and Anumana (Logic and Inference): These systems of reasoning can help students analyze literature by inferring hidden motives, emotions, and causes behind characters’ actions rather than merely summarizing plots.


• Vedanta (Ontology): Concepts such as Atman (self), Brahman (ultimate reality), and Maya (illusion) offer deeper ways to interpret characters and conflicts as existential struggles rather than only psychological problems.


• Rasa and Dhvani Theories: From the Natyashastra and Anandavardhana’s poetics, these ideas help explore emotions and implied meanings in literature. Rasa identifies aesthetic emotions like love or compassion, while Dhvani explains the power of suggestion in language.

For practical implementation of the UGC’s 5% IKS mandate, he recommended meaningful syllabus reforms such as modules on Indian rhetoric, comparing Western and Indian literary theories, and using the Guru-Shishya Parampara as a model for advanced research supervision.

In conclusion, Dr. Chattopadhyay argued that a thoughtful and rigorous integration of IKS can make English studies in India more inclusive, dynamic, and intellectually vibrant. During the Q&A session, he added that Western academia is increasingly open to IKS and encouraged the use of Sambada-based dialogue to debate complex ideas, such as Marxist criticism alongside Swami Vivekananda’s Rajayoga.

Learning Outcomes

After attending Dr. Kalyan Chattopadhyay’s plenary address, learners will be able to:

• Understand the colonial roots of English literature education in India and their impact on current teaching practices.

• Explain the importance of decolonizing English studies through the integration of Indian Knowledge Systems (IKS).

• Identify key IKS frameworks such as Sambada, Nyaya, Anumana, Vedanta, Rasa, and Dhvani.

• Apply the Sambada method to encourage dialogue, discussion, and learner-centered classrooms.

• Use Nyaya and Anumana for critical literary analysis through logic and inference.

• Interpret literary themes and characters through Vedantic concepts like Atman, Brahman, and Maya.

• Analyze emotions, aesthetics, and implied meanings in literature using Rasa and Dhvani theories.

• Compare Western literary theories with Indian approaches to textual interpretation.

• Assess practical ways to implement the UGC’s IKS mandate in English curricula.

• Develop a more inclusive, dynamic, and interdisciplinary understanding of English studies in India.

Plenary Session 4:

Dr. Ashok Sachdeva 

Dr. Ashok Sachdeva discussed the strong influence of Indian philosophy on British and American literature. He explained that during the Oriental Renaissance, Western writers became familiar with ideas such as Vedanta, Karma, Maya, Moksha, and the Bhagavad Gita.

These ideas influenced Romantic poets like Wordsworth, Coleridge, Shelley, and Blake, whose works reflected mysticism and spiritual unity. Later, Modernist writers such as T.S. Eliot and W.B. Yeats used Indian concepts like rebirth, cyclic time, and spiritual renewal in their poetry.

He also highlighted the impact on American Transcendentalists like Emerson, Thoreau, and Whitman, whose ideas of the Oversoul and universal consciousness resemble Vedantic thought.

Dr. Sachdeva concluded by noting thematic parallels between Western and Indian texts, such as the moral crisis of Hamlet and Arjuna in the Mahabharata.

Learning Outcomes

After attending this plenary session, learners will be able to:

• Understand the influence of Indian philosophy on British and American literature.

• Identify key Indian concepts such as Vedanta, Karma, Maya, and Moksha in Western literary works.

• Explain the impact of Indian thought on Romantic poets and Modernist writers.

• Recognize the contribution of Indian philosophy to American Transcendentalism.

• Compare thematic similarities between Indian epics and Western literary texts.

• Develop an interdisciplinary perspective on cross-cultural literary exchange.

Special Note: It was a privilege to have the opportunity to introduce Dr. Ashok Sachdeva on stage, and the experience remains a special highlight for me.

Plenary Session 5: Online Session

Professor Atanu Bhattacharya

                            

Professor Atanu Bhattacharya examined the historical development of language education within Indian Knowledge Systems (IKS) and compared it with the changes introduced during the colonial period.

He explained that in traditional IKS, language was not viewed merely as a means of communication, but as a vital source of knowledge creation. Narratives, stories, and ancestral traditions—found in texts such as the Chandogya Upanishad—were important mediums for preserving and transmitting wisdom.

Professor Bhattacharya also discussed the Paninian tradition, challenging the belief that early Indian grammar was only technical in nature. He noted that Panini’s grammar reflects social realities, linguistic diversity, and practical language use. Panini encouraged the study of varied texts, including stories and poetry, as part of language learning.

In contrast, he described the colonial shift introduced through Fort William College (1800), where language education was designed mainly to train British administrative officers. In this system, language became a practical administrative tool, separated from cultural and intellectual contexts. It also weakened the multilingual and translation-based traditions that had long been central to Indian learning.

Overall, Professor Bhattacharya highlighted the need to reconnect language education with India’s knowledge traditions and holistic understanding of language.

Learning Outcomes

After attending this session, learners will be able to:

• Understand the role of language as a source of knowledge in Indian Knowledge Systems (IKS).

• Explain the importance of narratives, stories, and oral traditions in preserving knowledge.

• Identify the contributions of the Paninian tradition to language education.

• Recognize the connection between grammar, society, and linguistic diversity in ancient India.

• Analyze the impact of colonial policies on language education in India.

• Compare traditional Indian language learning methods with colonial administrative models.

• Appreciate the value of multilingual and translation-based traditions in education.

• Develop a broader perspective on language education through IKS.

Plenary Session 5:

Professor Sachin Ketkar

Professor Sachin Ketkar addressed the paradox of India's vast multilingualism coupled with a historical lack of a central theory of translation, arguing that translation must be at the center of studying IKS.

Critique of Equivalence: 

Ketkar challenged the common, colonial-era notion that translation is merely about finding "equivalents" between languages (e.g., trying to find English equivalents for concepts like Dharma). He argued that this focus on equivalence falsely creates the illusion of "loss and gain" in translation.

Translation as Refraction and Interpretation: 

Instead, he advocated for modern theoretical approaches that view translation as an act of interpretation, semiotic transformation, and ideological "refraction" that is shaped by the social and political needs of the receiving culture.

Case Studies: 

He illustrated his points by analyzing how different translators approached Indian texts based on their ideological contexts. For instance, Sri Aurobindo translated the Rig Veda through an esoteric and occult lens to deliberately counter the Orientalist narrative that portrayed the Vedas as primitive, materialistic nature worship.

He also discussed A.K. Ramanujan’s translations of Kannada Bhakti poetry, noting how Ramanujan applied modernist literary aesthetics rather than Victorian biblical phrasing.

Learning Outcomes

After attending this session, learners will be able to:

• Understand the importance of translation in studying Indian Knowledge Systems (IKS).

• Recognize the relationship between India’s multilingual traditions and translation practices.

• Critically examine the colonial concept of translation based on linguistic equivalence.

• Explain translation as a process of interpretation, semiotic transformation, and cultural refraction.

• Analyze how social, political, and ideological contexts influence translations.

• Identify the contributions of Sri Aurobindo to translating the Rig Veda.

• Evaluate A.K. Ramanujan’s approach to translating Kannada Bhakti poetry.

• Appreciate translation as a creative and intellectual process rather than a mechanical transfer of words.

Plenary Session: 6 Online Session

Dr. Amrita Das

Dr. Amrita Das examined how Hindu goddess traditions offer women an empowered and autonomous identity. She connected these ideas with the feminist philosophy of Luce Irigaray, who emphasized the importance of the feminine divine in women’s liberation.

Divine Femininity and Autonomy

• Irigaray focused on the ontological difference between men and women rather than only equality.
• The divine feminine, represented through Shakti, helps women achieve freedom, self-awareness, and inner strength.
• Indian goddess culture provides women with a powerful subjective identity.

Air and Spiritual Breathing

• Dr. Das highlighted the role of air and conscious breathing in Irigaray’s thought.
• She linked this to yogic practices such as pranayama.
• Spiritual breathing reconnects body and spirit, restoring a woman’s sense of self.
• It also supports maternal lineage and feminine continuity.

Philosophical Female Bonding

• Irigaray’s idea of female bonding differs from the Western concept of sisterhood.
• Western sisterhood often focuses on activism and collective struggle.
• Irigaray’s model is symbolic, spiritual, and based on shared feminine energy and maternal connection.

Literary Examples

The Girl and the Goddess – Nikita Gill

• The protagonist Paro is guided by goddesses such as Lakshmi, Ratri, and Shachi.
• These divine figures help her develop self-love, courage, and wisdom.

Urmila: The Forgotten Princess – Smriti Dewan

• A retelling of the Ramayana centered on Urmila.
• Highlights her bond with Sita and guidance from Gargi and the goddess Nidra.
• Urmila gains autonomy and becomes the first independent female ruler of Mithila.

Concluding Remarks

• Dr. Das encouraged scholars to move beyond restrictive later texts such as the Manusmriti.
• She recommended studying foundational scriptures like the Devi Mahatmya and Devi Bhagavatam.
• These texts reveal the historical power, dignity, and subjectivity of the feminine divine in India.

Learning Outcomes

After attending this plenary session, learners will be able to:

• Understand the concept of divine femininity in Indian cultural and philosophical traditions.

• Explain Luce Irigaray’s feminist theory in relation to women’s autonomy and identity.

• Analyze the role of goddess traditions in empowering women within Indian thought.

• Recognize the significance of air, breathing, and spiritual practices such as pranayama in feminine self-realization.

• Compare Irigaray’s idea of philosophical female bonding with Western notions of sisterhood.

• Interpret contemporary Indian novels through feminist and IKS perspectives.

• Evaluate the representation of feminine strength in The Girl and the Goddess and Urmila: The Forgotten Princess.

• Identify the importance of texts such as the Devi Mahatmya and Devi Bhagavatam in understanding feminine divinity.

• Develop a broader perspective on Indian feminism through indigenous knowledge traditions. 

Valedictory-Certificate Distribution

                                              

The Valedictory Ceremony and Certificate Distribution

The valedictory ceremony and certificate distribution marked the conclusion of the National Seminar on Indian Knowledge Systems (IKS) and English Studies, organized by the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University (MKBU). The session highlighted the seminar’s aim of integrating IKS with English language and literary studies.

Participant Feedback

Students shared that the seminar broadened their academic perspectives through interdisciplinary sessions on translation studies, Sangam literature, and Panini’s grammar. They also appreciated the efficient work of the student committees.

Reflections by Dr. Kalyan Chattopadhyay

Dr. Kalyan Chattopadhyay praised the seven expert speakers and emphasized the relevance of Panini’s grammar, noting its recognition by Leonard Bloomfield. He also appreciated students’ technical skills in live streaming, blogging, and documentation.

Awards and Recognitions

Dr. Dilip Barad announced awards for outstanding paper and poster presentations. Winners received certificates and books sponsored by Vallath Publications. Certificates were also given to active participants and dedicated UG students.

I sincerely appreciate the recognition I received for presenting my poster at the National Seminar on Indian Knowledge Systems (IKS) and English Studies. It was an honor to participate in such an enriching academic event, and I am grateful for the book and certificate presented as a token of appreciation for my participation and presentation.

Vote of Thanks and Closing Message

Dr. Barad thanked all speakers, faculty members, volunteers, Knowledge Consortium of Gujarat, and the Government of Gujarat for supporting the seminar. The ceremony concluded with the message that Indian Knowledge Systems remain living traditions that continue to enrich modern scholarship.