This document provides information about the Electronics and Communications Engineering department at an Indian university. It outlines the department's vision, mission, program educational objectives, program outcomes, specific outcomes, syllabus, and course objectives and outcomes for the subject "Indian Knowledge System". Key details include the department's goal of producing competent engineers through teaching, learning and research. The program aims to develop students' technical knowledge, research skills, industry relationships, and ethical/professional values. The course covers topics like the Indian knowledge system framework, foundational concepts in various fields, ancient Indian mathematics/astronomy, and engineering/technology.

1. 3RD SEM
ECE
INDIAN KNOWLEDGE SYSTEM

2. Department of Electronics and Communications Engineering
Department Vision
The department aspires to be an advanced center of learning by synergizing
teaching, learning and research to produce competent engineers capable of
serving the society.
Department Mission
 To prepare graduates with sound technical knowledge and motivate them to
explore emerging areas of research
 To create environment for the development of research and innovation
activities
 To build strong relationships with industry through collaborative
partnerships, student internships and research towards product
development.
 To instill ethical and professional values among graduates with awareness
towards societal and environmental concerns.

3. Program Educational Objectives
PEO1: To produce graduates with in-depth knowledge in Electronics and
Communication Engineering, who can provide professional engineering
solutions in societal and environmental context
PEO2: To provide graduates having self-learning abilities and effective
communication skills for working as an efficient team member.
PEO3: To provide graduates who are committed to professional ethics,
responsibilities and standards of engineering.
Program Specific Outcome
PSO1: Analysis and Design of circuits for analog and digital systems
PSO2: Identify the role of interfacing devices in communication systems and
create a prototype to meet the required functionality.

4. PROGRAM OUTCOMES
(POs)
1. Engineering knowledge: Apply the knowledge acquired in
mathematics, science, engineering for the solution of complex
engineering problems.
2. Problem analysis: Identify research gaps, formulate and analyze
complex engineering problems drawing substantiated conclusions
using basic knowledge of mathematics, natural sciences and
engineering sciences.
3. Design/development of solutions: Design solutions for the
identified complex engineering problems as well as develop
solutions that meet the specified needs for the public health and
safety, and the cultural, societal and environmental considerations.
4. Conduct investigations of complex problems: Use research-
based knowledge and research methods, including design of
experiments, analysis and interpretation of data and synthesis of
the information to provide valid conclusions.
5. Modern tool usage: Work on the latest technologies, resources
and software tools including prediction and modelling to complex
engineering activities with an understanding of their limitations.

5. • 6. The engineer and society: Apply the basic acquired
knowledge to measure societal, health, safety, legal and cultural
issues and identifying the consequential responsibilities relevant
to the professional engineering practice.
• 7. Environment and Sustainability: Comprehend the impact of
the professional engineering solutions in context of society and
environment and demonstrate the need and knowledge for
sustainable development
• 8. Ethics: Apply ethical principles and commit to professional
ethics and responsibilities and norms of the engineering practice
• 9. Individual and team work: Function effectively as an
individual, and as a member or leader in diverse teams, and in
multidisciplinary settings.
• 10. Communication: Communicate effectively on complex
engineering activities with the engineering community and with
society at large, such as, being able to comprehend and write
effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
• 11. Project management and finance: Demonstrate knowledge
and understanding of the engineering and management principles
and apply these to one’s own work, as a member and leader in a
team, to manage projects and in multidisciplinary environments.
• 12. Life-long learning: Recognize the need for, and have the
preparation and ability to engage in independent and life-long
learning in the broadest context of technological change.

6. COURSE OBJECTIVES
1. To understand the Indian knowledge System.
2. To understand the foundational concepts for
science and technology.
3. To understand the ancient Indian mathematics
and astronomy.
4. To understand the ancient Indian engineering
and technology

7. COURSE OUTCOMES
 CO1: Ability to understand the Indian knowledge
System.
 CO 2: Ability to understand and apply
foundational concepts for science and
technology.
 CO 3: Ability to understand and apply ancient
Indian mathematics and astronomy
 CO 4: Ability to understand ancient Indian
engineering and technology.

8. SYLLABUS (unit-1)
 Indian Knowledge System (IKS) - An Introduction:
 Overview of IKS - Importance of Ancient Knowledge;
Defining IKS;
 The IKS Corpus – A Classification Framework;
 Chaturdaśa-Vidyāsthāna; History of IKS, Some
unique aspects of IKS;
 The Vedic Corpus – Introduction to Vedas; The Four
Vedas and their divisions; Vedāngas; Vedic Life;
 Philosophical Systems – Indian Philosophical
Systems; Vedic Schools of Philosophy;
 Non-Vedic Philosophical Systems; Wisdom through
the Ages – Purānas, Itihāsa as source of wisdom,
Rāmāyana, Mahābhārata, Nitiśāstras, Subhāssitas.

9. Unit 2
 Foundational Concepts for Science and Technology:
 Linguistics - Components of Language; Pānini’s work
on Sanskrit Grammar; Phonetics in Sanskrit; Patterns
in Sanskrit Vocabulary; Computational Concepts in
Astādhyāyi, Logic for Sentence Construction;
Importance of Verbs;
 Role of Sanskrit in Natural Language Processing
Number System and Units of Measurement – Number
System in India; Salient Features of the Indian
Numeral System; Unique approaches to represent
numbers; Measurements for Time, Distance and
Weight; Pingala and the Binary System
 Knowledge: Framework and Classification – The
Knowledge Triangle; Prameya; Pramāna; Samśaya;
Framework for establishing Valid Knowledge

10. Unit 3
 Mathematic and Astronomy in IKS:
 Mathematics – Unique aspects of Indian
Mathematics; Great Mathematicians and their
Contributions; Arithmetic; Geometry;
Trigonometry; Algebra; Binary Mathematics and
Combinatorial Problems in Chandahśāstra of
Pingala, Magic Squares in India
 Astronomy - Unique aspects of Indian Astronomy;
Historical Development of Astronomy in India;
The Celestial Coordinate System; Elements of
the Indian Calendar; Āryabhatiya and the
Siddhāntic Tradition; Pancānga; Astronomical
Instruments; Jantar Mantar of Rājā Jai Singh
Sawai

11. Unit 4
 Engineering and Technology in IKS:
 Engineering and Technology: Metals and
Metalworking – The Indian S & T Heritage; Mining
and Ore Extraction;
Metals and Metalworking Technology; Iron and
Steel in India; Lost wax casting of Idols and
Artefacts; Apparatuses used for Extraction of
Metallic Components
 Engineering and Technology: Other Applications –
Literary sources for Science and Technology;
Physical Structures in India; Irrigation and Water
Management; Dyes and Painting Technology;
Surgical Techniques; Shipbuilding; Sixty-four Art
Forums; Status of Indigenous S & T

12. Books
Textbook(s):
1. B. Mahadevan, Vinayaka Rajat Bhat & Nagendra Pavana R.N., “Introduction
to Knowledge System: Concepts and Applications” PHI (2022).
References:
1. C.M Neelakandhan & K.A. Ravindran, “Vedic Texts and The Knowledge
Systems of India”, Sri Sankaracharya University of Sanskrit, Kalady (2010).
2. P.P. Divakaran, “The Mathematics of India: Concepts, Methods,
Connections”, Springer (2018)
3. C.A. Sharma, “Critical Survey of Indian Philosophy”, Motilal Banarasidass
Publication (1964)
4. G. Huet, A. Kulkarni & P. Scharf, “Sanskrit Computational Linguistics”,
Springer (2009).
5. A.K. Bag, “History of Technology in India”, Indian National Science Academy,
Vol 1, (1997)

13. Introduction
 Why do we need IKS?
 IKS and IKT
 Indian civilization (Vedic) : oldest one
 Importance of IKS:

14. Importance of Ancient Knowledge
 Identity
 Culture: set of ideas, customs. To shape the
culture of society
 Received wisdom: provide path to transmit the
innovations to next generation
 Economic value: patent eg: pigeon pea

15. Defination IKS
 INDIAN: undivided Indian subcontients
- common culture, literary, social practice
- under single umbrella (eg. Chankya, Paninni)
 KNOWLEDGE: 2 aspects- gained by personal experiences
- by observations and analysis
 SYSTEM- a structured scheme to access the knowledge
(Granthas)
 vast repository of knowledge, needs to be arranged

16. The IKS Corpus- A classification
Framework
• Classification:
- important topic of
representative
knowledge corpus
-selective phrases
• Usefulness of it depends on:
Completeness, Compactness and Inter-
connectedness

17. IKS Corpus

18. Chaturdaśa-Vidyāsthāna
 Sanatana-dharma Literature
 14 major divisions
 Components: 4 Vedas, 6 Vedangas, Puranas,
Dharma-sashtra, Nyaya (detailed) and Mimamsa

19. Chaturdaśa-Vidyāsthāna

20. Vedas
 Also known as sruti
 Primordial source of knowledge
 Provide framework of living
 Resolve the conflicting problems
 Primary purpose to expand the ideas in Vedas
 Upa-Veda

21. Vedangas
 Complentary tools/skills required to understand
Vedas
 Follow them based on specific instructions
provided

22. Darsanas
 Philospical thought that establish connection
between an individual (Jiva), the Universe (Jagat)
and a large force governing the other two
(ishwara or brahmana)
 6 schools of philosphy in Sanathana dharma

23. Puranas and Itihasas
 Provide ideas to explain various aspects of vedic
thoughts using detailed stories/pre historic
events.
 Present social culture ideas, practices of living
 Itihasas: Ramayana, Mahabharata

24. Dharma- sastras and Smrtis
 Dharmic guide to tell principles of Veda to live
Dharmic life (Eg: employee)
 Smrtis:rule book with specific operating guidelines
of how to put put dharmic principles into action
and what are consequences of not doing this

25. Income tax act 1961
 Vedas- IT tax act 961
 Smritis- guidebook to IT act 1961
 Itihasas- book on law cases inIT act 1961

26. History of IKS
 Indian literature belongs to 500 BCE before
 Challenges to understand- Method of representing
knowledge wsa very different
- ancient knowledge was oral
 Ancient western knowledge: readable
 Before 3000 BCE: dark ages; oral repository; Veda,
purana, Itihasas
 3000 BCE to 500 CE: recorded human history; much
contribution in different area was recorded
 500 CE to 1800 CE: strong foundations
Ref: table 1.1 (A sample of IKS repository)

27. Some Unique aspects of IKS
 Nuances of an Oral Tradition: multidimensional
IKS, eg- BhagwadGita
- Religious v/s Material/secular dimensions:
Regenerative points
- Spiritual v/s Material dimensions: discard old idea
and embrace new one i.e. innovation
 Typical presentation style- Sutras, Encryption

28. The Vedic Corpus
Syena Citi found in Purola, Uttarakhand

30. Yajna and Project Management
Organisation of Yajna
Organisation of Yajna

31. Organisation of Yajna
 Life of vedic people revolved around Yajnas
 Yajnas were performed to seek blessings, wealth, health
etc
 A large corpus of Vedic knowledge is required
 A very evolved structure and methodology
 Basic Yajna: 18 people team
 Yajmana and his wife: underlying cause of Yajna to
happen
 Hotr-gana: a head and 3 assistant (Rigveda): invoke the
Devtas
 Adhvaryugana (Yajurveda): perform the rituals and make
offerings
 Udgatr-gana (Samaveda): sing in praise of invoked
Devatas

32. Introduction to Vedas
 To exist, to know, to discriminate, to obtain, and to make
known
 Eternal spiritual values and principles and practices of for
gainful and happy living.
 Not merely scriptures but the foundation head of Indian
culture and human civilisation
 Vedic corpus is non human resource (Apauruseya)
 Veda is transmitted orally (sruti) to the rsis (Rishis/ )
time to time
 Rsis are ‘seers’ (sant) of mantras not the authors.
 Vedas has well developed system of phonetics
recognized by UNESCO: Siksa
 Karma-kanda: Yajna
 Upasana-kanda: meditation

33. The four Vedas
 Traditionally, its Trayi Vidya (Atharvaveda
recognized later)
 Thanks to Vyasa who has organised this vast
knowledge systematically to use it correctly for
society.
 To pass on the knowledge in future generation:
Paila-Rgveda
Vaisampayana- Yajurveda
Jaimini- Samaveda
Sumantu- Atharvaveda

34. The Rgveda
 Oldest and biggest among all 4
 Classical sanskrit poetry
 To understand Indian literature and spiritual
culture
 Suktas/mantras: provides creative thinking and
opening our understanding to several aspects of
life.
 Ex- origin of universe: many suktas are available
 Lofty and interesting set of ideas
 Priest: Hotr

35. The Yajurveda
 Focused on Yajna and a list of Yajnas are found
in Veda
 A guidebook for Adhvaryu priest who had to do all
ritual work in a sacrifice like selection of land for
altar, offering oblations (Yagy) to sacred fire etc
 Yajna includes several topics: human anatomy,
metals, constelations, seasons, numbers,
geometry and yogic insight
 Two major branches:
 The krsna (black): more anncient
 Sukla (White): came later
 Yajnavalkya transferred his knowledge to 15

36. The Samaveda
 Word Sama—means to please, pacify or satisfy
 Singing of Rgveda mantras
 3 branches:
 Kauthuma
 Ranayaniya
 Jaiminiya
 These are refered in puranana, other suggested
about 1000)

37. The Atharveda
 Atharv means which brings wellness, with no
falsehood or movement
 Later addition of 3 set of Vedas
 Priest: Brahmana: coordination and monitoring of
vedic rituals
 In Yajna, Bharmana permission is required.
 He will do quality control and compliance during
ritual are perfomred
 Originally 9 sakhas, 2 are extants:
 Pippalada and Saunaka

38. Message in Vedas
 Foundation of sanatama dharma
 Atharveda: detailed on diseases and cure, rites of
prolonging life, building constructions, trade and
commerce, statecraft, philospical, political, social
etc.
 Provide a unified vision of what we need to
achieve, the oneness of thought and purpose
leads to mutual understanding and unity. “All are
same”
 Table2.1: a thematic classification of ideas
presented in Atharvaveda

39. The four divisions of each
Vedas
Classification of each Veda into sub components

40. Summary of content of 4 Vedas

41. Samhita
 Constitutes main portion of each vedaa
 Number of mantras
 25 women rishis who composed hymns in
Rgveda
 Sukta/mantras indicates devtas to whom it
addresses
 Mainly 4 devtas in Rgveda: indra, agni, varuna,,
mitra

42. Organisation of Rgveda Samhita

43. Brahmanas
 Contains explainatory notes related to mantras
used.
 Describes different types of Yajnas with all
rituallistics details
 Eg1: food sacrifices, full moon sacrifices, and
season related also
 EG2: Detailed instruction for preparing altar
 Eg 3: sprinkle water around food
 Various guru shishya vidya

44. Aranyakas
 Inquire into the philospical aspects of yajna
 Bridge between Brahmanas and Upanishads
 Represent Upasana-kanda of Veda
 Similar to Brahmanas but with major difference:
Brahmanas approach yajna from prospective of
rituals to be conducted whereas Aranyakas
explains philospical aspects of rituals
 Aranya means forest: why we eat, breathe etc

45. Upanishads
 Means sitting near a Guru and receiving his
wisdom through aa teaching learning process
 Relationship between Jiva, Jagat and Isvara
 108 Upanishad in 4Vedas

46. Charioteer of life
Katha Upanishad
 Body
 Prana
 Indriyas: manas
 Buddhi
 Soul is superior which is storehouse of
energy/pranas
 Eg. Electrical gadgets

47. Vedangas
 Role of Vedangas

48. Vedangas
 Siksa
 Vyakarna
 Nirukta
 Chandas
 Kalpa
 Jyotisa

49. Panca Maha yajna
 Share and care
 Bhuta yajna: solve ecological problem
 Manusya yajna: social sustainability
 Pitr yajna: sense of gratitude
 Deva Yajna: space, air, fire, water, earth: clean
ambience
 Brahma yajna: show respect to great risis

50. Vedic Life: distinctive features
 Vedas extol living a zestful life
 Balanced life priorities
 Emphasis on sustainable living
 The primacy of Agni
 Aa life guided by rta, stya and dharma

51. Philosophical System
 Upanishad confine to the discussion of questions that are
related to ‘true identity’.
 Father-son conversation in Taittiriya Upanishad: Bhargu
Varuna conversation on knowledge Brahman
 What is “the reality”?
 Deep Introspection and a single point focus (tapas)
 Goal of life: to be happy, to progress or evolve in life.
 Philosophical system inquire into who I am, what is my
source and destination, what are nature of God and
Universe, Are there any universal laws to remain happy
forever?
 It provides the vision of life and help us to resolve the
problems which we face in life
 Darsana/Schools of Philosophy: holistic understanding
of the world to attain the final goal of life.

52. Indian Philosophical system (IPS):
Development and unique features
 Teaching of Upanishads suggest that attainment of Brahman is the
highest goal of life.
 Happiness require Jiva, the Universe/Jagat and the God/Isvara
 Rgveda: mantras to inquiry about functioning of devtas. One of famous
sukta about origin of Universe.
 Purusa and Brahman
 Unique features:
1. IPS based on religious thoughts
2. Two generic classes (Vedic and Non vedic)
3. All IPS agrees on certain common parameters (karma/fruit of action,
birth death cycle/Samsara, Mukti
4. ultimate goal of life
5. Every school employ Pramana for establishment of valid knowledge
6. Healthy and respectful culture b/w all schools despite divergent views
7. Debate and interaction between all philosophical schools

53. IPS (Darsanas)
God-Universe-Individual

54. Six Vedic Schools
 Some salient features:

55. Samkhya and Yoga

56. Samkhya Darsanas
 Vedic schools acknowledge authority of vedic text
while non vedic don’t
 Prakrti/matter, source of physical universe, self
are subordinates of Purusa/spirit.
 Getting right knowledge of Purusa and Prakrti
 Prakrti constitutes tri-gunas (sattva, rajas, tamas)
and form relation between Prakrti and purusa.
 Doesn’t acknowledge the existence of Isvara
 Emphasis on analysis leading to experimental
knowledge

57. Prakrti and its evolution
Mahat/Budhhi

58. Yoga Darsanas
 Yoga acknowledge the existence of supreme
powers
 More structured, practical methodology in mind
 Emphases on practical step by step approach
 An individual must focus on physical,
psychological and moral states of being

59. Astanga Yoga

60. Nyaya and Vaisesika

61.  Analysis of the experience to understand reality also
known as knowable
 The way of knowing the reality: Nyaya
 Objects in the reality that is knowable: Vaisesika
 Nyaya: detail inquiry of knowledge (Prama) and valid
cognition and its means (Pramana).
 Goal of self is not to gain pleasure but to liberate from
all kind of pains for once n all (he is not body or
mind..he is out of illusion)
 Vaisesika: diversity is the fundamental to universe
 Certain categories are there under
samanya/jati…able to found supreme good. Eg: cow

62. Purva-Mimamsa and Vedanta

63.  To liberate the atma from the cycles of death and
birth.
 Purva-Mimamsa:only by engaging in rituals
that purify the karma
 Vedanta: total detachment from world
activities
 Seek joy and happiness: being dharmic (PM)
and Brahman as absolute (V)

64. Purva Mimamsa (based on karma
kanda)

65. Vedanta (jnana kanda)
 What is one’s inherent nature

66. Non-Vedic Philosophical
Systems
 Jaina School of Philosophy
 Bauddha School of Philosophy
 Carvaka School

67. Jaina School of Philosophy
 24 Tirthankaras (from Vrsabhadeva to Mahavira) as a Prophet of
Master of Philosophy
 To educate people to crossover the ocean of re-birth.
 Mahavira considered as last of Tirthankaras
 Details can be found in canonical text of jainism, based on
teaching of Tirthankaras
 Refused to acknowledge the authority of Vedas and notion of
supreme God.
 Two sects: Svetambaras and Digambaras (different rituals,
practices and organisation)
 Cycle of death-birth is attributed to tiny particle of matter that
have embedded into Jiva called Karma.
 In Jainism, spiritual growth is to overcome Karma.
 Ex- wet cloth
 Jiva stuck between karma and passion

68. Bauddha School of Philosophy
 Based on teaching of Gautama Buddha
 2 forms of Buddhism: the northern form (Nepal,
Tibet, China, Korea, Vietnam) and southern form
(Sri Lanka, Cambodia, Myanmar, Thaland)
 Gautama was moved by suffering of life and
death.
 Focuses on ending of sufferings of all individuals
 Ultimate goal is to reach Nirvana which is not a
state reach after death but in this life only

69. 4 noble truths of Buddhisim

70. The cycle of suffering

71. Carvaka School
 No text is available
 Whatever is directive perceivable can only be
accepted as valid means of knowledge.
 Reject idea if there is divine/Prakrti
 Nothing like atma
 No re-birth

72. Salient features of Carvaka

73. Wisdom through ages
 Difference between Purānas and Itihāsa as
source of wisdom,
 Rāmāyana,
 Mahābhārata,
 Nitiśāstras,
 Subhāssitas.