Syllabus for
BSc (Psychology/Honours/Honours with Research)
Academic Year  (2023)

The B.Sc. Psychology Honors program offered by CHRIST (Deemed to be University) is an initiative to meet the increasing demand for psychological understanding and application in diverse fields. Drawing upon the recommendations of the American Psychological Association, the British Psychological Society, and the University Grants Commission, this program integrates both natural sciences and social sciences disciplines, requiring students to take courses from these two broad disciplines. The course structure is designed to enable students to think critically and creatively and investigate how human beings interact with the environment through the modalities of Mind, Body, and Behaviour. To this end, courses are offered from disciplines such as Biotechnology, Biochemistry, Computer Science, Engineering, and Social Sciences.

Programme Outcome/Programme Learning Goals/Programme Learning Outcome:

PO2: Synthesize their understanding through self-reflection, psychological assessment, and research

PO3: Recognize the significance of the interdisciplinary inquiry

PO4: Analyze and enhance their personal abilities

PO5: Promote teamwork and leadership skills

PO6: Employ professional communication for scholastic and co-scholastic activities

PO7: Apply psychological knowledge for sculpting their career

Course Description 

This course is about the study of basic psychological processes. It is an introductory paper that gives an overall understanding of the field of Psychology. It also introduces students to the key concepts, perspectives, theories, and subfields in psychology. It focuses on various mechanisms underlying human behavior. 

Definition and goals of Psychology; Psychology as a science; Historical foundations of Psychology; Contemporary perspectives in psychology; Methods of research; Ethics in psychological research.

Consciousness – Definition; Sleep and dreams; Altering consciousness – hypnosis, meditation, biofeedback and drugs;

Definitions; Absolute and difference threshold; Signal detection theory; Sensory adaptation;Perception: Understanding perception, Gestalt laws of organization, Perceptual constancy - depth perception, size perception, perception of movement;

Various sensory modalities; Extrasensory perception.

Learning – Definitions; Classical conditioning – experiments, extinction, spontaneous recovery, generalization, discrimination, higher order conditioning; Operant conditioning – Thorndike’s law of effect, basics of operant conditioning, Reinforcement and Punishment, Schedules of reinforcement; Cognitive learning: Latent learning, Observational learning and Insight learning.

Motivation –Meaning, Approaches: instinct, drive reduction, arousal, incentive, cognitive, humanistic;

Types of motivation - physiological Motivation (Hunger, Thirst, Sex)and psychological motivation (Achievement, Affiliation and Power) Emotion: Meaning, Physiological basis of emotions; Theories – James-Lange Theory, Cannon-Bard theory, Cognitive theory;

Emotional expression, facial feedback hypothesis, facial-affect programme.

Concepts and nature of Individual differences; Nature vs. nurture;

Gender Difference in cognitive processes and social behavior;

Intelligence – Definition, Contemporary theories of intelligence; Tests of intelligence;

Emotional, Social and Spiritual intelligence.

Nolen-Hoeksema, S., Fredrickson, B.L. & Loftus, G.R. (2014). Atkinson & Hilgard's Introduction to Psychology. 16th Ed. United Kingdom: Cengage Learning.

Morgan, C. T., King, R. A., & Schopler, J. (2004). Introduction to Psychology. New Delhi: Tata McGraw Hill.

Kalat, J. W. (2016). Understanding Psychology. New York: Cengage Learning.

CIA 1: Individual Assignments (Reflective essays, Scrap books, Report Writings, etc.)

CIA 2: Mid-Semester Examination(Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

            Section D   1 x 10 = 10 marks (Compulsory)

CIA 3: Group Assignments (Research proposals,Surveys, Field Studies, Interventions,Exhibitions, etc.)

ESE: End Semester Examination (Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

                Section D   1 x 10 = 10 marks (Compulsory)

The purpose of this course is to provide an introduction to statistics in psychology. Statistics are essential in allowing us to assess whether or not an observed phenomenon might have occurred by chance alone. Additionally, we will read psychological journal articles that utilize the statistics we are learning so that we can see how psychologists use and write about statistics. Students will learn how to manually calculate, interpret and present data.

Statistics: definition, functions, and uses in research; Basic concepts: variables; levels of measurement, hypotheses; The Normal Curve: characteristics, applications, Skewness, Kurtosis; population, and sampling.

Frequency distributions; Graphical representation – Bar graph, Pie chart, Line graphs, Histogram, Frequency polygon, Frequency curve, Ogive; Measures of Central Tendency: mean, median, mode – calculation, interpretation, uses; Measures of Variability: Range, Quartile Deviation, Average Deviation, Variance, Standard Deviation - calculation, interpretation, use.

Hypothesis/Significance Testing; Errors in Significance Testing; Measuring Statistical Significance: Variance, Standard Deviation, Standard Error, Z-scores; t-test – One-sample t-test, Independent samples t-test, Paired samples t-test; One-way Analysis of Variance (ANOVA).

Correlation and correlation coefficient; Scatter plot; Correlation methods: Pearson’s correlation, and Spearman’s rank correlation – Assumptions and Calculation; Overview of Regression analysis: Simple Linear Regression – calculation, interpretation, uses, Multiple Linear Regression, Logistic Regression. Difference between parametric and non-parametric statistics; Assumptions for non-parametric techniques; Types of Non-parametric tests: Chi-square test, Mann-Whitney U test, Wilcoxon Signed Rank test, Kruskal-Wallis test, Friedman’s test.

Aron, A., Coups, E. J., & Aron, E. N. (2014). Statistics for Psychology (6th ed.). Pearson.

This course will provide a basic overview of human anatomy and physiology and how the various systems of the body function together. Taking an organ system approach, this course will highlight the structure-function relationships that maintain homeostasis in a healthy human body.  

Cell and organelles, plasma membrane, mitochondria, golgi bodies, endoplasmic reticulum, lysosomes, centrioles, nucleus, ribosomes. Membrane transport, tissue, organ, and organism levels of organization.

Carbohydrates, lipids, proteins, NA, vitamins & minerals, Enzymes – classification, models of action, enzyme activity, Carbohydrate metabolism: glycolysis, TCA, electron transport chain, Amino acid metabolism (transamination, deamination, decarboxylation), Fatty acid metabolism (digestion, cholesterol metabolism)

Circulatory and lymphatic systems: Blood formed elements and functions, plasma and platelets; cardiovascular system, regulation of arterial blood pressure; lymphatic system, lymph nodes, thymus and spleen; body defenses and immunity, non-specific Immunity, specific Immunity and transfusion reactions. Digestive, Respiratory, and excretory system: Stages of digestion and absorption of nutrients, digestive enzymes, digestive pathway, and accessory organs. Physiology of respiration, control of breathing, lungs, gaseous exchange and transport. Excretory system and the kidneys, filtration, reabsorption, and secretion. 

Skin, Muscle and Skeletal Systems; Skin – injuries wounds and aging; skeletal and muscle organization and physiology 

Neurotransmitters, receptors, signaling, and synapse. Hormones, functions, and homeostasis 

Sherwood, L. (2007). Human Physiology: From cells to systems. Sydney, Australia

Mader. S.S.(2004). Understanding human anatomy and physiology. McGraw-Hill Publication. Sue Longenbake

U. Satyanarayana and U. Chakrapani, Biochemistry. 3rd Ed. Books and Allied (P). Ltd. 1999.

B.Alberts, Molecular Biology of the Cell 5th ed., Garland Science, 2008, 608pp

Thomson/Brooks/Cole. Moini, J. (2012). Anatomy and physiology for health professionals.

 Sudbury, MA:  Martini, F. H., Nath, J. L., & Bartholomew, E. F. (2005). Anatomy and physiology. New York: Prentice Hall. 

 Dale Purves et al. Neuroscience. 5th Ed. Sinauer Associates, Inc. Publishers, MA, USA.

Siegel. Essential Neuroscience. 3rd Ed. Wolters Kluwer. PA, USA.

G.K.Pal (2017). Comprehensive text book of Medical Physiology. Vol.The Health Sciences Publisher. New Delhi.

Individual Assignment - CIA – I (20 Marks)

Assignment description: Class test – 10 marks MCQs and 10 marks short answers

Group Assignment - CIA - III

Assignment description: Exhibition/ Model making/ posters

Illustration of hormonal / neurochemical component and discuss its significance in the context of the various systems of the body and their role in its function and dysfunction. To understand the significance of biomolecules/ neurochemicals in the structural and functional organization and homeostasis of the systems of the human body.

To appreciate their contribution in disease.

CIA 2: Mid-Semester Examination (Written Examination)

Pattern: Section A 5x02=10marks (outof 6)

             Section B 4x05=20marks (out of 5)

             Section C 1x10=10marks (out of 2)

             Section D 1x10=10marks (Compulsary)

ESE: End Semester Examination (Written Examination)

Pattern: Section A 5x02=10marks (outof 6)

             Section B 4x05=20marks (out of 5)

             Section C 1x10=10marks (out of 2)

             Section D 1x10=10marks (Compulsary)

This course aims to improve students' scientific writing skills and presentation skills. To that end, students will work on article-based writing assignments, following the guidelines of the 7th edition of the American Psychological Association (APA) Publication Manual. Also, students will work on journal articles and poster-making presentation assignments.

Formulating your ideas; Assessing your sources; How to conduct a literature search; How to read and summarize a Journal Article.

Types of Articles and Papers; Ethical, Legal and Professional standards in Publishing; Paper Elements and Format; Effective Scholarly Writing; Grammar and Usage. Bias-free Language guidelines; Mechanics of Style; Tables and Figures; Works Credited in the Text; Reference List and Examples.

Beins, B. C., & Beins, A. M. (2020). Effective writing in psychology: Papers, posters, and presentations (3rd ed.). John Wiley & Sons.

Course Description: This course will introduce students to various famous experiments used in the field of psychology such as, psychophysics, intelligence, learning and sensation perception. It will make students understand how experimental methods are applied to study psychological phenomena and the processes that underlie it. They will learn how to conduct experiments in a controlled setting and write accurate reports.

Course Objectives: By the end of the course the learner should be able to:

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments

Definition of experimental psychology; History and evolution of experimental psychology; Experiment conduction skills; Report writing.

Sensation: Method of Minimal Changes to determine AL (Two Point Threshold)

Perception: Method of Average Error: Muller -Lyer Illusion

Learning: Bilateral Transfer Learning: Whole vs Partial Learning

Memory: Level of Processing

Memory: Serial Position Curve

Manual: Method of limits Method of Minimal Changes to determine AL (Two Point Threshold)

Manual: Muller-Lyer illusion

Manual: Bilateral Transfer

Manual: Whole vs Partial Learning

Manual: Level of Processing

Manual: Serial Position Curve

Each report for experiment would be given 10 marks. 

This course examines the relationship between language use, enormous variety of language experiences, belief systems, and behavioral patterns. On the other hand Etiquette helps smooth the path of our daily activities, whether it's meeting others in our daily interactions talking to someone on the phone, offering condolences properly or understanding how to talk to colleagues at a business conference. Being aware of the beliefs attitudes and etiquettes of individuals will help one to become more tolerant from one individual to the next and from one group to the next.

Course Objectives

• Students will practice critical thoughts in comprehending the notion of culture, its relationship with language
• To identify etiquettes and the key concepts of cross –cultural Communication.
• To familiar ways to apply proper courtesy in different situations.
• To help better understand the change that constantly undergoes in personal and social use.

Greeting a person, saying good bye to another person, Thank You, Excuse me, Introduction to oneself, Yawning, Coughing, Interrupting, Offering help, refusing help, requesting privacy, speaking in a low voice, waiting for help, accepting or declining an invitation, expressing admiration, The key principles of common courtesy, professional manners and the Golden Rule as they are practiced in the workplace environment, Classroom Etiquette and Student Behavior Guidelines, The guidelines for maintaining a civil classroom environment.

Introduction to adjusting to a new culture, Theories on second language and culture acquisition, communication, National Standards, Culture acquisition through family and Homestays, Distinguish among the three main forms of communication in the workplace: verbal, nonverbal, and virtual. Proper and improper uses of workplace communication, the potential repercussions of poor listening in the workplace, the proper and improper use of technology in the workplace.

Why Etiquette Matters, identify common cultural differences, taboos, and customs that may be practiced in the workplace, discuss ways to navigate and honor cultural differences in the workplace, describe how to express an appropriate awareness of international and other customs. The Common Courtesies of Life, Polite Conversation, Telephone Etiquette, Correspondence, Basic Table Manners, Overnight Guests, Wedding Etiquette, Moments of Sorrow, Appropriate Behavior for Children, Gift Giving Guidelines.

Introduction to Modern Etiquette, The Rules of the Workplace, Meetings and Introductions, Conversation and Listening Skills, Telephone/Cell Phone, Texting, Emailing and Internet Etiquette, Etiquette in Public Places, Employment/Volunteer Etiquette, Dining Etiquette, Social Gathering Etiquette (Guest and Host/Hostess), School Etiquette, Confidence Without Arrogance

Restaurant Etiquette, Cellphone Etiquette, Voice Mail Etiquette, Air Travel Etiquette, Cocktail Party Etiquette, Office Gossip Etiquette, Business Dress Etiquette, Email Etiquette, Social Media Etiquette, Job Interview Etiquette, International Etiquette

Foster, D. (2002). The Global Etiquette Guide to Africa and the Middle East: everything

Holliday, A., Hyde, M., & Kullman, J. (2010). Intercultural communication: An advanced resource book for students. Routledge

Martin, J. S., & Chaney, L. H. (2012). Global business etiquette: A guide to international communication and customs. ABC-CLIO.

Pramezwary, A., Lee, E., & Oktalieyadi, V. (2021). ETIQUETTE AND PROTOCOL IN HOSPITALITY. Penerbit NEM.

Course Description

This course is aimed at undergraduate students to introduce to them the prominent debates in the economics of corruption. The course discusses how corruption acts as a constraint on economic growth using the theoretical constructs in Political Economy. It allows students to delve into the causes and consequences of corruption. In particular, the course will examine how corruption affects the emerging economies. The course will consider some of the seminal papers on the economics of corruption.

Course Objectives

 1. to create an understanding of the economic issues associated with corruption

 2. to enhance the student's understanding of the effect of corruption on growth and development

 3. to provide insights into the effect of corruption on emerging countries 

Causes and Consequences of Corruption: What do we know from a cross-section of countries? Democratic Institutions and Corruption: Incentives and Constraints in Politics, Bargaining for Bribes: The Role of Institutions.

The Privatization of Rent-Generating Industries and Corruption; Corruption in Private Sector, Why the private sector is likely to lead the next stage in the global fight against corruption.

Corruption and Policy Reform; Anti-Corruption Authorities: An Effective Tool to Curb Corruption?  Corruption and Competition: Fair Markets as an Anti-Corruption Device.

Burger, E. S., & Holland, M. S. (2006). Why the private sector is likely to lead the next stage in the global fight against corruption. Fordham International Law Journal, 30, 45.

Meschi, P. X. (2009). Government Corruption and Foreign Stakes in International Joint Ventures in Emerging Economies. Asia Pacific Journal of Management, 26(2), 241-261.

Meyer, K. E., Estrin, S., Bhaumik, S. K., & Peng, M. W. (2009). Institutions, Resources, and Entry Strategies in Emerging Economies. Strategic Management Journal, 30(1), 61-80.

Nowakowski, K. (2010). Corruption in the Private Sector. Economics and Law, 6(1), 345-360.

Uhlenbruck, K., Rodriguez, P., Doh, J., & Eden, L. (2006). The Impact of Corruption on Entry Strategy: Evidence from Telecommunication Projects in Emerging Economies. Organization Science, 17(3), 402-414.

Jain, A. K. (2001). Corruption: A Review. Journal of Economic Surveys, 15(1), 71-121.

Jain, A. K. (Ed.). (2012). Economics of Corruption (Vol. 65). Springer Science & Business Media.

Rose-Ackerman, S. (1975). The Economics of Corruption. Journal of Public Economics, 4(2), 187-203.

This course is an intensive program for two semesters for all the students of the BA/BSc programmes (ENGH, ECOH, JOUH, PSYH, EPH and EMP) that introduces students to a wide range of expository works in order to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and historical contexts. It would allow students to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and subjects in texts. The course is designed to engage students with rhetoric in multiple mediums, including visual media such as photographs, films, advertisements, comic strips, music videos, and TED talks; students would develop a sense to comprehend how a resource of language operates in any given text. In the semester the course focuses on famous rhetorical pieces from across the world to familiarise the learners with various techniques and principles.

The objective of the course is to

● Introduce learners to various types of rhetorical pieces - written, oral text and visual texts.

● Provide an understanding of various rhetorical strategies in various compositional pieces

● Famarlize learners with various strategies of reading and writing by exposing them to effective and ineffective rhetorical pieces.

The unit will focus on understanding rhetoric and various rhetorical situations. The aim is to assert the idea that rhetoric is always contextual and there is a link between the speaker, audience and what the content of the text is. This will enable students to understand the significance of context whether local, regional, national or global while analysing and composing a text. The unit deals with human values. 

1. 1. Introduction to Rhetoric and Rhetorical Situation.

a. Lou Gehrig (1939) “Farewell Speech” (Speech) https://www.lougehrig.com/farewell/

2. SOAP Analysis: Through the analysis of the text the aim is to look at the mode in which various factors like subject, occasion, audience and purpose impact rhetoric. 

a. George W. Bush (2001) “9/11 Address to the Nation” (Speech) http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

b. Jawaharlal Nehru (1947) “Tryst with Destiny” (Speech) http://www.americanrhetoric.com/speeches/jawaharlalnehrutrystwithdestiny.htm

3. Ethos, Pathos and Logos: Understanding Aristotle’s concept of Ethos, Pathos and Logos is significant in understanding effective rhetoric. By looking at some of the famous rhetorical works the aim is to understand how the writer’s/ orators of some of the famous rhetorical pieces have used these elements to persuade the reader/ audience.

a. Ethos: i. King George VI (1939) “The King’s Speech” (Speech, can play part of the movie) https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939

ii. Judith Ortiz Cofer (1992) “The Myth of Latin Women: I Just met a Girl Named Maria” (Essay) https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman

b. Logos: i. Alice Waters (2006) “Slow Food Nation” (Essay) https://www.thenation.com/article/slow-food-nation/

c. Pathos: i. Dwight D. Eisenhower (1944) “Order of the Day” (Speech) https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-ofthe-day-6-June-19

d. Combining Ethos, Logos, and Pathos

i. Rabindranath Tagore (1941) “Crisis of Civilization” https://www.scribd.com/doc/163829907/Rabindranath-Tagore-The-Crisis-of-Civilization

This unit will focus on introducing the students to multiple ways of analysis, close reading, and usage of argumentative statements and diction. In addition to that the unit will focus on how to read visual texts from a global, national and regional perspective and the impact it has on the audience. The unit enhances the reading and comprehension skills of students and prepare them to get employed in content creation.

1. Virginia Woolf (1942) “The Death of the Moth” (Essay)

https://www.sanjuan.edu/cms/lib8/CA01902727/Centricity/Domain/3981/Death%20of%20A%20Moth-Virginia%20Woolf%20copy.pdf

2. Groucho Marx (2006) “Dear Warner Brothers” (Letter) https://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

3. ACLU (2000) “The Man on the Left” (Advertisement) https://www.mansonblog.com/2016/10/aclu-charles-manson-martin-luther-king.html

4. R. K. Laxman Political cartoons (Cartoon)

http://webneel.com/rk-lakshman-editorial-cartoons-indian-cartoonist (Political Cartoons)

5. Times of India (2017) ISRO launch cartoon (Cartoon)

https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ISROLaunch

https://indianexpress.com/article/trending/trending-in-india/times-of-india-isro-104-satellite-launch-in-response-to-new-york-times-mangalyaan-cartoon-twitter-reactions-4529893

The unit will engage with the questions on why few texts are effective rhetorical pieces as opposed to others. A few texts will be analysed to look at different rhetorical situations, and how it is effective and ineffective in persuading the audience/ reader. The selected texts deal with the issues of animal rights, nuclear rights, food crisis, and holocaust (human values) and help the students to engage with global scenario of the issues concerned. Any five of the suggested topics can be taken in class.

1. PETA, Feeding Kids Meat Is Child Abuse (Advertisement) https://www.peta.org/wp-content/uploads/2010/07/childabuseBB72.jpg

2. Anne Applebaum (2011) “If the Japanese Can’t Build a Safe Reactor, Who Can?” (Essay) https://www.washingtonpost.com/opinions/if-the-japanese-cant-build-a-safe-reactor-who-can/2011/03/14/ABCJvuV_story.html?utm_term=.8

3. Simon Lancaster (2016) Ted Talk: Speak Like a Leader (Speech) https://www.youtube.com/watch?v=bGBamfWasNQ

4. Understanding Argument: Csalexander03 (2012) Why Investing in Fast Food May Be a Good Thing by Amy Domini (Essay) https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

5. The New York Times (2004) Felons and the Right to Vote (Essay) http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

6. Using Visual text for Argument: Objevit.cz (2017) “Holocaust + Selfie Culture = ‘Yolocaust’” (Video) https://www.youtube.com/watch?v=mjjV_X5re4g

Seaboyer, J., & Barnett, T. (2019). New perspectives on reading and writing across the disciplines. Higher Education Research and Development, 38(1), 1-10.

MSE- 10 marks 

CIA 3-  5 marks 

ESE- 25 marks

The course aims to provide a basic introduction to understanding discourses of science and technology as represented in select science fiction narratives. The course will help students understand some of the basic questions about the human condition that are raised, debated, and negotiated in and through representative fiction that addresses global and national concerns. Keeping the contemporaneity of issues today, the course will also emphasize how there is a crucial intersection of various ideas that cut across several disciplines with regard to technology and life, thereby making it crucially relevant to engage with it in the contemporary context. Anyone interested in questions of science, fiction, and the human condition and the cross-cutting issues of gender, environment, technology, ethics, sustainability, etc may choose this course. The course will help develop theoretical knowledge about the genre, critical reading skills, and creative writing skills through class engagements and assignments.

Objectives:

• To introduce students to the field of science fiction

• Help students identify and raise questions through these works of fiction some relevant questions in the contemporary context

• To direct students towards realising the intersection of various issues raised across different disciplines.

This unit will provide students with a basic overview of science fiction through some critical and conceptual lenses that are commonly identified across SF narratives globally. The New Critical Idiom Series: Science Fiction, would be used here to introduce aspects of SF that touch upon human values and concerns such as gender, environment, ethics, technology, etc. Locating the interdisciplinarity of the domain would be central to this module and will build theoretical knowledge and critical reading skills.

1. History of Science Fiction

2. Common Terminologies

3. Critical Concerns about Technology for Humanity

Essential readings:

1. Hollinger, Veronica. “Contemporary Trends in Science Fiction.” Science Fiction Studies. No. 78, Vol. 26, 1999.

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

This unit will engage with how technology becomes a crucial part of negotiating contemporary existence as represented through SF. What are the fundamental concerns that Sf raises regarding technology and the human condition? How does technology come to be framed within SF? How are gender and sexuality framed within the discourses of SF? How SF addresses the anxieties of technology and the future would be some of the questions engaged with here. Critical reading skills and creative writing exercises will enable students to develop creative and critical skills.

1. The Matrix

2. Select Episodes of the series Stranger Things

3. Margaret Atwood, The Handmaid’s Tale

4. Any episode of Black Mirror

Essential readings:

● Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

● Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

● Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

● “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

This unit will engage with science fiction in the Indian context. One of the main points of

discussion would be to understand how SF writers from India have engaged with tropes of SF that we are

familiar with and what kind of an ‘India’ is imagined thereof which has implications socially, politically,

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 and culturally. The unit enables critical insights into the concerns around human and non-human and the intersectionalities of it in the Indian context.

1. Vandana Singh “Delhi”

2. Manjula Padmanabhan, “Harvest”

3. Cargo

Essential readings:

1. Padmanabhan, Manjula. Harvest. Hachette UK, 2017.

2. Singh, Vandana. “Delhi.” Lightspeed, June, 2016, Delhi - Lightspeed Magazine. Accessed on 4 March 2023.

3. Kadav, Arati. Cargo. Mumbai: Fundamental Pictures, 2019. Netflix

2. Mendlesohn, Farah, and Edward James. The Cambridge companion to science fiction. Cambridge University Press, 2003.

3. Nicholls, Peter, and John Clute. "New Encyclopaedia of Science Fiction." (1999).

4. Ryder, W., Harbour, D. and Modine, M., 2016. Stranger Things | Netflix. [online] Netflix.com. Available at: <https://www.netflix.com/watch/80077368?trackId=200257859> [Accessed 8 November 2016].

5 Wachowski, Andy, et al. Matrix. Burbank, CA: Warner Home Video, 1999.

6 Atwood, Margaret. The Handmaid's Tale. New York: Everyday Library, 2006.

7 “Hated in the Nation.” Black Mirror, season 3, episode 6, 21 Oct. 2016. Netflix.

Howell, Amanda. "Breaking silence, bearing witness, and voicing defiance: the resistant female voice in the transmedia storyworld of The Handmaid’s Tale." Continuum 33.2 (2019): 216-229.

Barnett, P. Chad. "Reviving cyberpunk:(Re) constructing the subject and mapping cyberspace in the Wachowski Brother's film The Matrix." Extrapolation (pre-2012) 41.4 (2000): 359.

Wetmore Jr, Kevin J., ed. Uncovering Stranger Things: Essays on eighties nostalgia, cynicism and innocence in the series. McFarland, 2018.

MSE 30 MARKS 

ESE 35 MARKS 

ATTENDANCE 5 MARKS 

This course will introduce students to the major theoretical and applied debates

as well as major moral puzzles and challenges in the field of global ethics.

Ethics is gaining ground as an important humanities intervention in a

fast-changing world. A course on ethics is often an added advantage for students

as it helps them shape a socially-aware perspective of the social reality and

develop ethical skills and foster employability.. Drawing on interdisciplinary

perspectives and thematic issues in the fields of international politics, business,

communications and law, the course will challenge students to reflect on major

ethical theories and traditions as well as core problems such as corporate

governance, global distributive

justice, the ethics of making and sustaining peace, media ethics and legal

dimensions of ethics. By combining the works of both classic and contemporary

philosophers with contemporary applied global issues, students will be able to

critically reflect on fundamental normative questions from an interdisciplinary

perspective and reflect on the rights, responsibilities and challenges of ‘good

global citizenship’. Through this, student reflect on cross cutting issues of

human values, gender, sustainability and professional development.

This unit introduces students to the conceptual frameworks of integrity and ethics in local and

global contexts. IT exposes students to ethical dilemmas and provides conceptual clarity on nuances of

integrity, human values and ethical decision making. It develops ethical skills in order to enable better

professional behaviour and employability.

1. Global Ethics: Conceptual Definitions,

2. Historical Origins & Present Challenges

3. Introduction to the Ethics, Morals and Values

4. Cultural Relativism vs Universalism (case study)

This unit introduces students to various ethical theories, under the two categories of rationalist

ethical theories and the more recent alternatives. It enables students to apply these global and national

theoretical concepts to local and personal situations. By this application process, students reflect on cross

cutting issues of human values, gender, sustainability and professionalism and develop ethical thinking

skills that fosters employability. (Include LRNG, Employability, and Cross-cutting issues):

1. Rationalist Ethical Theories

2. Contractualist ethics

3. Deontological Ethics

4. Utilitarian Ethics

5. Discourse ethics,

6. Alternatives to Ethical Rationalism

7. Virtue Ethics

8. Feminist & Care Ethics

9. Postmodernist Ethics

This unit is based on some relevant contemporary applications of ethical theories learnt in the

previous unit. The unit sees the practical application of ethics in local, regional, national and global fields of

business, journalism, digital media and technology. It develops ethical skills in order to enable better

professional behaviour and employability.

1. Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job)

2. Global Journalism Ethics, Citizen Journalism

3. Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing

4. Ethical Implications of Emerging Technologies (Film The Social Network)

5. Genetics, stem cell and embryo research: Embryo research and women’s rights

Ferguson, C. (2010). Inside Job. Sony Pictures Classics

Fincher, David. (2010) The Social Network. Columbia Pictures

Graham, G. (2008) Ethics and International Relations, 2nd Edition. Malden, MA: Blackwell.

LaFollette, H. (ed.) (2003) The Oxford Handbook of Ethical Practice, Oxford: OUP

MSE 30 MARKS

ESE 35 MARKS

ATTENDANCE 5 MARKS 

The influence and presence of the past is felt everywhere and every day in our lives. Movies, newspapers or the internet

bombard us and expose us to the past – both familiar and unfamiliar. However, the barrage of information and the forces

of globalisation have led to increasing questions on the relevance and the value of the past – indeed a denial even. This

course will engage the students with the myriad ways in which the past, though no longer present – is a presence in our

lives today. It will introduce the students to think historically, relate to their memories of their own past and make them

aware of the multiple perspectives which will enable them to read, write and reflect on the past; or in other words, make

history.

This course will introduce students to the methodological and theoretical questions that animate and inform the practice

of history. How do professional historians work? What is their goal? How do they locate and analyze source materials?

What kinds of arguments do historians try to make? How, ultimately, is history produced? This course will ask how (or

whether) historians’ particular sources – and their location in the archives – can give voice to the ordinary and of things

‘past’. Moreover, the course will address how the advent of the information age impact upon the historians’ profession by

exploring how modern technology – whether film, photography, or the internet – changed the way historians work and

address their audience.

Level of Learning: Theory/Basic

a) Doing History - The Place of the Past.

b) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels.

Level of Learning: Practical/Application

c) Facts, Fiction and Lies: Interrogating evidence - paintings, films, novels-Students will take any work of Historical

fiction, Historical Films as case studies and analyse the element of fact and fiction

Level of Learning: Theory/Conceptual/Interpretative

a) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of the

Caribbean, Tom and Jerry

b) Locating the Popular: Historical Fiction or Fictionalised History – Exploring the Fantasy Worlds of Ice Age, Hogwarts,

Narnia, Westeros and Middle-earth.

c) The Past Today: The Ayodhya Debate and the Ram Janmabhoomi issue, Dwarka, Kapilavastu.

d) Historical Monuments and their Authorship/Ownership: The Temple Mount and Taj Mahal.

Level of Learning: Practical/Application

e) Voice and the Subject: Narratives and Counter-narratives – Winston Churchill, Velupillai Prabhakaran, Pirates of

the Caribbean, Tom and Jerry

f) Locating the Popular: Historical Fiction or Fictionalised History – Exploring the Fantasy Worlds of Ice Age,

Hogwarts, Narnia, Westeros and Middle-earth.

Screening of Documentaries, Speeches and Films followed by Student led panel discussion

Level of Learning: Analytical

a) History and the Visual: Photography, Film and the Image – Gladiator, Schindler’s List, 300, Gone with the Wind,

Jodha Akbar and Mohenjo Daro

b) Historical Re-enactments? Light and Sound Shows at Golconda, Red Fort and Khajuraho.

c) Alternate Histories: Oral Histories, Sports Histories, Graphic Novels, Caricatures and Political Cartoons.

Level of Learning: Theory/Conceptual/Interpretative

a) Memory and History: Power and the Production of History – Museums and Memorials.

b) ‘Truth’ and ‘myth’: History as Conspiracy – Insider and Outsider Perspectives – the Aryan Debate, Hindutva

Ideology and Neo-Nazis.

c) Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair.

d) Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files.

Level of Learning: Practical/Application

e) Private Lives and Public Affairs: The British Monarchy, the Nehru-Edwina Affair.

f) Suppressing the Text: State Secrets and Declassification – Wikileaks and the Netaji Files

g) Case study of various Print mediums which have discussed these issues to analyse how media is responsible for

creating various memory narratives.

The 1980s and beyond II, pp. 267-275.

● Gaddis, John Lewis. 2002. The Landscape of History: How Historians Map the Past, New York: Oxford Univ Press.

● Gathercole, Peter and David Lowenthal (eds.) 1994. The Politics of the Past, New York: Routledge.

● Hodder, Ian and Scott Hutson. 2003 (Third Edition). Reading the Past, New York: Cambridge Univ. Press.

● Kumar, Ravinder 1989. The Past and the Present: An Indian Dialogue, Daedalus, Vol. 118, No.4, pp. 27-49.

● Thompson, Paul. 2000. The Voice of the Past: Oral History, New York: Oxford Univ Press.

2795-2796.

● Buchli, Victor and Gavin Lucas 2001. Archaeologies of the Contemporary Past, Routledge.

● Carr, E.H. 1967. What is History, Vintage.

● Chalcraft, David et.al. 2008. Max Weber Matters: Interweaving Past and Present, Ashgate.

● Chapman, James 2005. Past and Present: National Identity and the British Historical Film, I.B.Tauris.

● Clarke, Katherine 2008. Making Time for the Past: Local History and the Polis, Oxford Univ Press.

● Damm, Charlotte 2005. Archaeology Ethno-History and Oral Traditions: approaches to the indigenous past,

Norwegian Archaeological Review, Vol. 38, No. 2, pp. 73-87.

● Fowler, Don D. 1987. Uses of the past: Archaeology in the service of the state, American Antiquity, Vol. 52, No. 2, pp.

229-248.

● Greene, Naomi 1999. Landscapes of Loss: The Nationalist Past in Postwar French Cinema, Princeton Univ Press.

● Hamilakis et. al. 2001. Art and the Re-presentation of the Past, The Journal of the Royal Anthropological Institute, Vol. 7,

No. 1, pp. 153-156.

● Muller, Jan-Werner 2004. Memory and Power in Post-War Europe: Studies in the presence of the past, Cambridge Univ.

Press.

● Murray, Williamson and Richard Hart Sinnreich (eds.) 2006. The Past as Prologue: The Importance of History to the

Military Profession, Cambridge Univ Press.

● Piercey, Robert 2009. The Uses of the Past from Heidegger to Rorty: Doing Philosophy Historically, Cambridge Univ. Press.

● Shrimali, K.M. 1998. A Future for the Past? Social Scientist, Vol. 26, No. 9, pp. 26-51.

● Stone, Peter G. and Philippe G. Planel 1999. the Constructed Past, Routledge.

● Walsh, Kevin 1992. The Representation of the Past: Museums and heritage in the post-modern world, Routledge

Course Title Assessment Details :  Encountering Histories: The Place of the Past

CIA1 - 20 Marks  Group assignment - Submission paper

MSE CIAII - 25 Marks - Submission paper

ESE - 50 Marks - Individual Assignment - Submission paper

The course would provide students with a thorough knowledge of the conceptual and practical aspects of digital cinematography through engagement with the works of eminent cinematographers from around the world and the equipment.

The course aims to help students to:

• Appreciate cinematography as a combination of artistic and technological endeavors
• Understand the basics concepts of cinematography and shot design
• Harness the power of natural and artificial lighting to compose powerful shots
• Explore the creative possibilities of cinematography and understand its importance in effective storytelling.

Cinematography as an art; Art of visual storytelling; Evolution of cinematography; Eminent cinematographer’s from world cinema; Cinematography and effective storytelling.

Light, Camera, Lenses, Basics of Lighting; Various types of light sources and their practical application;Color temperature, Lens Choice, Lens filters, Exposure/F‐Stop/Shutter/ISO; Depth of field Camera operating; Hands-on introduction to camera equipment

Composition & Framing; Types of Shots; Shot design for single camera and multi camera productions

Camera Placement -how does it affect the meaning; Motivated Camera Movement.

• Pro, A. P. (2010). Adobe Premiere Pro.
• Team, A. C. (2012). Adobe Premiere Pro CS6 Classroom in a Book: Adobe Perm Pro CS6 Classro_p1. Adobe Press.

• Block, B. (2013). The visual story: Creating the visual structure of film, TV and digital media. CRC Press.
• Alton, J. (2013). Painting with light. Univ of California Press.

• Definition of Democracy and Democratic theory.
• Media as the fourth estate.
• Democratic responsibilities of media.
• Fundamental rights and the media's role in protecting them. 
• Media as the voice of the voiceless.
• Media as the watchdog of democracy.
• Media as the platform for deliberation (Media as Public Sphere).
• Media worker as the democratic warrior.

• Contemporary structure of media within capitalism:
• Advertising funding and its implications on media's democratic functions.
• Big business and government
• Media as Big Business.
• Use of SLAPP on media houses and self-censorship.
• Media concentration, conglomeration, commercialization and its effect on democracy.

• Media reform and democratic media.
• Media policy and democratic reform.
• Alternatives to commercial media models: Case studies of BBC, NPR, and Aljazeera.
• Critical analysis of Doordarshan and Rajya Sabha TV as possible democratic media.
• Emergence of digital news platforms and their role in democratic communication [The Wire, Quint News Laundry, The News Minute, Scroll].
• Representation of Caste and minorities in the media.
• Media trials and the creation of the common enemy.

• Social media as the new public sphere.
• Social media democratic elections in the current era (Case studies of 2016 US elections and 2019 Indian elections).
• Alternative media spaces: Exploring community radio, Video Volunteers and Alt News.
• Critical examination of alternative models of media

• Participatory Video (PV).
• Manyam Praja Video.
• Elements of Participatory Process.
• Teaching Process. Community Video Producer (CVP). Community Video Unit (CVU).

• Media trial. Sensationalism. Some instances of media trial in India.
• Celebrity power and PR teams. Me Too. Cancel Culture. Ethical Consideration.

Research Articles:

• Biswal, S. K. (2019). Exploring the role of citizen journalism in rural India. Media Watch, 10, 43-54.
• Curran, J. (1991). Rethinking the media as a public sphere. Communication and citizenship, 27-57.
• Khan, U. (2015). Indian media: Crisis in the fourth estate. Kennedy School Review, 15, 70
• Rao, S., Mudgal, V. (2015). Introduction: Democracy, Journalism and Civic Society in India. Journalism Studies. 16(5), 615-623.
• Saeed, S. (2015). Phantom journalism governing India's proxy media owners. Journalism Studies, 16(5), 663-679,
• Thussu, D. K. (2007). TheMurdochization'of news? The case of Star TV in India. Media, Culture & Society, 29(4), 593-611.

• Overall end semester  evaluation for 95 marks
• Project I: 20 Marks 
• Project II: 25 Marks
• Project III: 20 Marks
• End semester Submission Project IV: 30 Marks. Attendance 5 Marks

The global balance of power is changing dramatically. As the world seems to be moving away from American Hegemony, the question of where power lies in global politics is becoming ever more significant. Great powers remain as the critical actors in the international system and the nature of the international order is determined by their interactions in war and peace. This course focuses on the transformation of global power politics particularly focusing on the power shifts in the post-cold war international system. The course will also introduce students to the emergence of new powers such as China, India, Brazil and South Africa and the changing dynamics of the international system. The course will examine whether great powers can cooperate in addressing the consequential challenges in the new century; climate change, nuclear proliferation, refugee crisis, international terrorism and other issues. The course will also examine the competition among the great powers in the South and East China Sea, and the West Asian region.

Course Objectives

The course aims to help students to:

•   understand the key concepts and theories of international relations.
•  examine the key issues pertaining to great power politics in the twenty-first century.
• outline the dynamics of strategic interaction between great powers and focus on great power competition during World Wars, Cold War period and the post-Cold War period.
• develop an understanding of the great power dynamics, the use of power by great powers in international relations.

International Relations: Meaning, nature and scope of international relations; concepts and theories of International Relations.

First World War, Second World War: causes and consequences, inter war period (multipolarity), the Cold War (bipolarity) and the post-Cold War period (unipolarity).

Power shifts in the post-Cold War international system, Great Powers: traditional and non-traditional security threats, emergence of new powers(rise of China as a challenge to the West)

Heywood, A (2014), Global Politics, Palgrave Foundation.

Griffiths, M and Terry O Callaghan (2002), International Relations: The Key Concepts’. Routledge London and New York.

Griffiths, M. (1999) ‘Fifty Key Thinkers in International Relations, Routledge London and New York.

Ikenberry, G. John, Ed. 2002. America Unrivaled: The Future of the Balance of Power, Ithaca, NY: Cornell University Press. 

John J. Mearsheimer, The Tragedy of Great Power Politics, updated ed. (New York: Norton, 2014).

1.      – Principles of Democracy: Freedom, Equality and Fraternity,

2.      Government by Consent

3.      Constitutional Government and Rule of Law

4.      Democracy and Human Rights society

5.      Instrumentalist Conceptions of Democratic Authority

6.      Democratic Consent Theories of Authority

7.      Limits to the Authority of Democracy

8.      Leadership: Servant, Participative, Consensus, leaderships in Democracy

1.      History and Democratic Heritage, Freedom Struggle,

2.      The Indian Constitution: Preamble and other constitutional values

3.      Ethical Code of Conduct for Politicians

4.      Citizenship, Fundamental Rights and Fundamental Duties of Indian Citizens

5.      Character record of members of legislature

6.      Ethical use of majority in parliament

7.      Avoidance of ‘floor crossing’ and defection

8.      Respecting independence of judiciary and media

9.      Safeguarding national history and avoiding distortion

10.  Ensuring political neutrality of Universities and their syllabi

Judicious allocation of central funds to states Free and fair elections

1.      Aristotle, (1955). Nichomachean Ethics, trans. J. A. K. Thomson, Baltimore, Maryland: Penguin Books.

2.      Christiano, T. (Ed.). (2002). Philosophy and Democracy, Oxford: Oxford University Press.

3.      Cortella, L. (2015). The Ethics of Democracy: A Contemporary Reading of Hegel's Philosophy of Right, Giacomo Donis (tr.), New York: SUNY Press.

4.      Dewey, J. (1993). Philosophy and Democracy [1919] and The Ethics of Democracy [1888] in The Political Writings, ed. D. Morris, I. Shapiro, Indianapolis: Hackett, 1993.

5.      Finnis, J. (1983). Fundamentals of Ethics. Oxford: Clarendon Press.

6.      Gandhi, M. K. (1927). An Autobiography or The Story of My Experiments with Truth. Ahemadabad: Navajivan Mudranalaya.

Granville, A. (2000). The Indian Constitution: Cornerstone of a Nation. New Delhi: Oxford University Press

1.      Jain, S. (2000). The Constitution of India: Select Issues and Perceptions. New Delhi: Taxmann.

2.      Locke, J. (Ed.). (1980). Second Treatise on Civil Government, (1690), C. B. MacPherson, Indianapolis, IN: Hackett.

3.      Kant, I. (1959). Foundations of the Metaphysics of Morals. trans. Lewis White Beck, Indianapolis: Bobbs-Merril.

4.      KANT, Immanuel, Critique of Practical Reason, translated by Lewis White Beck, Indianapolis: Bobbs-Merril, 1956.

5.      MACHIAVELLI, The Prince [1513], ed. Q. Skinner, Cambridge, Cambridge University Press, 1988.

6.      PLATO, The Republic, revised/trans. by Desmond Lee, Harmondsworth, UK: Penguin Books, 1974.

7.      RAWLS, John, Political Liberalism, New York: Columbia University Press, 1996.

8.      SANDEL, Michael (ed.), Justice-A Reader, Oxford University Press, 2007.

9.      SINGER, Peter, Democracy and Disobedience, Oxford: Oxford University Press, 1973.

10.  WALZER, Michael, "Philosophy and Democracy", Political Theory, Vol.9, No.3, 1981, 379-399.

CIA 2   25

CIA 3   45

This course aims to introduce the emergence of Psychology as a separate discipline. Students will study the philosophical, and scientific background led to the development of Psychology as a formal discipline. Once they are familiar with the foundation, this course allows students to learn the systems in Psychology and examine the differences between each system. Finally, it takes students to identify the significance of indigenization and diversities when applying psychological knowledge, where a special focus is given to Psychology in India.

Psychology: An introduction to the subject and its historical philosophical foundation

The Eastern Philosophical roots: Persia and Middle East, India, and China

The Western Philosophical roots: The Greek and Roman traditions; Influences from the Middle Ages and Renaissance.

Eastern versus Western influences

Science: Introduction

Scientific foundations of Psychology: The emergence of Science; The French, The British and The German tradition

Scientific movements of 19th century: Physiology, Psychophysics and Evolution

An introduction to the Human models of Psychology

Structuralism, Functionalism, Gestalt psychology, Psychoanalysis, Behaviorism, Humanistic Psychology

History of Psychology in India

Philosophical Roots of Indian Psychology

Why indigenization matters? Diversity, Gender, Globalization

Current trends and Status of Psychology in India

Hergenhahn, B.R. & Henley, T. (2013). An Introduction to the History of Psychology. Belmont, CA: Cengage Learning.

Dalal, A. K. (2014). A journey back to the roots: Psychology in India. Foundations and applications of Indian psychology, 18-39.

CIA 1: Individual Assignments (Reflective essays, Report Writings, etc.)

CIA 2: Mid-Semester Examination(Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

            Section D   1 x 10 = 10 marks (Compulsory)

CIA 3: Group Assignments (Research proposals,Surveys, Field Studies, Interventions,Exhibitions, etc.)

ESE: End Semester Examination (Written Examination)

Pattern:  Section A    5 x 02 = 10 marks (out of 6)

                Section B    4 x 05 = 20 marks (out of 5)

                Section C   1 x 10 = 10 marks (out of 2)

                Section D   1 x 10 = 10 marks (Compulsory)

This course gives an insight about pharmacological management of various diseases and effects of various drugs on the human system through introduction to medicinal chemistry.

S.C.SharmaandJyotsanaChaturvedi(2016),MedicinalChemistry,VishalPublishingCo.

This course provides an introduction to quantitative research methods and its application in psychology. It gives a comprehensive overview of the sampling techniques, methods of data collection, and different types of research designs. The process of quantitative research with special emphasis on experimental designs and developmental research designs will be covered in this course.

Definition of scientific research; Research Questions – types; Methods of Inquiry; Sources of research ideas; Philosophical roots of research; Ontology and epistemology; Research types: Fundamental, Action, Experimental, Exploratory, and Descriptive research.

Causality and experimentation; Definition and nature of variables; Operationally defining variables; Independent variables; Dependent variables; Extraneous variables; Formulation of research problems and hypothesis ; Different types of hypothesis: null and directional; Experimental manipulation and control of variables; Steps in quantitative research; Sampling techniques: probability and non-probability sampling; Methods of data collection: observational methods, surveys, questionnaires, and psychometric tests.

Experimental research designs; Types of experimental design based on subjects and factors; Within subjects, between subjects, single subject, single factor, and factorial design; Sources of error variance and its management in the various types of experimental designs; Quasi-experimental design; Mixed design; Case-control design; Developmental research designs; How to write a research proposal.

Reliability and validity of psychological measurements: Types and threats; Ethical issues in psychological research: evolution; human participants; animal research; APA guidelines. Institutional Human and Animal Ethical Committees and the process of review; Report writing.

Singh, A.K. (2019). Test, measurements and research methods in behavioural sciences. Patna: Bharathi Bhavan Publishers and Distributors.

Kerlinger, N. (1996). Foundations of behavioural research. India: Prentice Hall

This course will introduce students to various famous experiments used in the field of psychology such as, psychophysics, intelligence, learning and sensation perception. It will make students understand how experimental methods are applied to study psychological phenomena and the processes that underlie it. They will learn how to conduct experiments in a controlled setting and write accurate reports. 

Course Outcomes: By the end of the course the learner should be able to:

CO1: Understand various experiments in psychology.

CO2: Demonstrate effective conduction of experiments.

CO3: Prepare reports for experiments  

History and evolution of experiments

Perception: Method of Constant Stimuli to determine DL (Weber’s Law)

Learning: Transfer of Learning (Maze learning)

Memory: Verbal Working Memory

Thinking: Tower of London

Thinking: Level of Categorization

Manual: Method of Constant Stimuli to determine DL (Weber’s Law)

Manual: Transfer of Learning (Maze learning)

Manual: Verbal Working Memory

Manual: Tower of London

Manual: Level of Categorization 

Each report for experiment would be given 10 marks.

This lab is designed to offer students an opportunity to develop an academic and professional ‘toolbox’. To accomplish this objective, the students will be given insights, experiences, and challenges to cultivate their research prowess in quantitative research methods.

Preparing the data file; Creating a data file and entering data; Screening and cleaning the data. Tests of Normality

Descriptive statistics; Correlation, Partial correlation,Regression; t-tests, independent, paired; ANOVA, one-way, two-way, Factorial ANOVA; Non-parametric statistics. (JAMOVI or R Studio).

Aron, A., Coups, E. J., & Aron, E. N. (2014). Statistics for Psychology (6^th ed.). Pearson.

The Course presents several of the operational projects implemented by, or with the support of UNESCO, to illustrate how cultural tourism policies developed in the spirit of the principles and values contained in the texts, standard-setting instruments, declarations and recommendations adopted by UNESCO, are put into practice.

To open a debate on the complex questions that surround the relations between culture and tourism, tourism and development, and tourism and dialogue among cultures.

Finding Meaning through Tourism, Tourism as a World of Paradoxes, The Centrality of Experiences, Changing Contexts and Emerging Challenges in the Context of Development, Culture, Heritage and Diversity as Tourism Resources, Understanding Culture and Cultural Resources in Tourism, Cultural Tourism as a Means of Economic Development, Developing the Cultural Supply Chain, Exploitation of Culture

Tourist – Host Encounters, The Role of Routers / Intermediaries / Media, Tourism – Tourist Education, Cross Cultural Understanding

Introduction to the Natural Environment, Tourism and the Spirit of Nature, Fragile and Vulnerable Ecosystems, Cultural Implications of Mobilizing Natural Resources for Tourism, From Ecotourism to Integrated Tourism

Developing Structures to Develop and Manage Tourism and Culture, Complexities and Challenges of Policy Making in Tourism and Culture, Responsibilities / Tensions and Actions, The Gender Dimension, Stakeholders and Collaborations

Capacity Building and Youth Poverty Alleviation through Tourism and Heritage (PATH), Case Studies on Sao Paulo’s Green Belt Biosphere Reserve

Komla E.E. and Veirier L. (2004) Tourism, Culture and Development in West-Africa: For a Cultural Tourism Consistent with Sustainable Development. UNESCO Publishing, Paris.

Posey D.A. (Ed) (1999) Cultural and Spiritual Values of Biodiversity. A Complementary Contribution to the Global Biodiversity Assessment. Intermediate Technology Publications, London (on behalf of United Nations Environment Programme (UNEP), Nairobi).

Robertson, R. (1990) Mapping the Global Conditions: Globalization as the Central Concept. In M. Featherstone (ed.) Global Culture: Nationalism, Globalization and Modernity. Sage, London, pp. 15-30.

Steck B., Strasdas W., and Gustedt, E. (1999) Tourism in Technical Co-operation. A guide to the conception, planning and implementation of project-accompanying measures in regional rural development and nature conservation. GTZ, Eschborn.

Tour Operators’ Initiative for Sustainable Tourism Development (2004) Supply Chain Engagement for Tour Operators: Three Steps towards Sustainability. UNEP-Sustainable Tourism, Paris.

Winkin Y. (2002) Cultural Diversity: A Pool of Ideas for Implementation. In K. Stenou (ed.)

UNESCO Universal Declaration on Cultural Diversity. UNESCO Publishing, Paris, pp. 17-60.

CIA 2 - Mid Semester Examination (25 Marks)

CIA 3 - Group Activity and Written Submission on “Integrated Tourism by Mobilizing Natural Resources” (20 Marks)

Final Submission - An Individual Activity supported by Written Submission on “Designing a Structured Plan to Develop and Manage Sustainability through Tourism and Culture; An Inter-Disciplinary Perspective” (30 Marks)

This course is aimed at undergraduate students to introduce to them the prominent debates on democracy and emerging issues in economies.  The course discusses how various socioeconomic factors act as constraints on economic growth and development. This basic framework allows a student to delve into the causes and consequences of various strategies/methods taken/applied by policymakers and practitioners and how it affects the overall objective of the state/economy through a trifocal analysis of the economy, society, and market keeping the central theme of ‘Democracy.’This course will introduce students to:

• Growing crisis of wealth distribution and income inequality.
•  Sectoral significance and state intervention in policy making.
• Informal sector and labor market participation and rights.
• Analyze corruption in emerging economies through various case studies.
• Discuss the informal economy through concepts, theory, and measurement.

Theories of Democratization; Democratic and Undemocratic States; Measuring Democracy and Democratization; The Global Wave of Democratization; Causes and Dimensions of Democratization: The Political Economy of Democracy; Political Culture, Mass Beliefs and Value Change; Gender and Democratization; Social Capital and Civil Society; Social Movements and Contention in Democratization Processes: Role, impact on policy reforms and cultural change.

Theories of Democratisation; Democratic and Undemocratic States; Measuring Democracy and Democratisation; The Global Wave of Democratisation; Causes and Dimensions of Democratisation: The Political Economy of Democracy: Political Culture, Mass Beliefs, and Value Change; Gender and Democratisation; Social Capital and Civil Society; Social Movements and Contention in Democratisation Processes: Role, Impact on Policy Reforms and Cultural Change

Conventional Citizen Participation;   Institutional Design in New Democracies; Gender and Democratization; A Decade of Democratic Decline and Stagnation.

Conventional Citizen Participation; Institutional Design in New Democracies; Gender and Democratisation; A Decade of Democratic Decline and Stagnation.

A Theory of political transitions: Choice of the economic and political regime; Theoretical extensions: growth, trade, political institutions; Democracy and the public sector; the state, the treat of expropriation and the possibility of development: Social and economic wellbeing and policy reforms.

A Theory of Political Transitions: Choice of Economic and Political Regime; Theoretical Extensions: Growth, Trade, Political Institutions; Democracy and the Public Sector; the State, the Threat of Expropriation and the Possibility of Development: Social and Economic Wellbeing and Policy Reforms

A Marxian theory of democracy; The Importance of Social Class in Historical Comparative Perspective; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies.

A Marxian Theory of Democracy; The Importance of Social Class in Historical Comparative Perspective; The Case Study of India; Dependency and Development; Democracy in Developing Countries; Transitions from Authoritarian Rule: Tentative Conclusions about Uncertain Democracies

India’s Tryst with Destiny; Democracy, Inequality, and Public Reasoning; A case study on Gujarat experience of development: Approaches, impact, and outcome; Kerala experience of development: Approaches, impact, and outcome.

India's Tryst with Destiny; Democracy, Inequality and Public Reasoning, A Case Study on Gujarat's Experience of Development: Approaches, Impact and Outcome; Kerala's Experience of Development: Approaches, Impact and Outcome

Drèze, J., & Sen, A. (2015). An Uncertain Glory: India and Its Contradictions. Economics Books.

CIA 2: 20 Marks

CIA 3: 45 Marks

Attendance: 5 Marks

This course is aimed at undergraduate students to introduce to them the idea of sustainable development and public policies within that context. The course discusses the challenges of sustainable development. This course will equip students with the knowledge and skills necessary to design policies that promote sustainable development.

Concepts; Historical roots; Measurement; Indicators of sustainable development; Sustainable Development Goals (SDGs) and indicators.

Poverty; Population Growth; Public Health; Education; Biodiversity Conservation; Climate Change and Migration; Gender Discrimination.

Constraints on Public Policy -- Economic constraints; Political Feasibility: Interests and Power; Institutional Constraints; Social and Cultural Factors: Constraining and Enabling.

Sustainable Approaches -- Participatory approach to development; Inclusive growth; Gender mainstreaming; Policy Coherence and Technological Innovations.

Mulligan, Martin. 2010. An Introduction to Sustainability, Environmental, Social and Personal Perspectives. Routledge.

Sachs, J. 2015. The Age of Sustainable Development. Columbia University Press.

Moran, M., Rein, M., & Goodin, R. E. (2006). The Oxford handbook of public policy. Oxford University Press.

Bellinger, W. K. (2007). The economic analysis of public policy. Routledge.

Hausman, D. M., & McPherson, M. S. (2006). Economic analysis, moral philosophy, and public policy. Cambridge University Press.

Kates, R. W., Parris, T. M., & Leiserowitz, A. A. (2005). What is sustainable development? Goals, indicators, values, and practice. Environment (Washington DC), 47(3), 8-21.

Language and Contemporary Society is a course offered for the second semester students of the BA/BSc programmes (ENGH, ECOH, EPH, EMP, JOUH, PSYH) that introduces students to a wide range of expository, analytical and fictional and non-fictional works to develop their knowledge of rhetoric and make them aware of the power of language. The course is designed to meet the rigorous requirements of graduate-level courses and therefore includes expository, analytical, personal, and argumentative texts from a variety of authors and cultural contexts. It would provide students with the opportunity to work with the rhetorical situation, examining the authors’ purposes as well as the audiences and the subjects in texts. The course is designed to engage students with rhetoric in varied genres, including essays, poetry, documentary and short story. The students would develop a sense to comprehend how a resource of language operates in any given text. The course is more thematic in nature familiarising students with texts from multiple disciplines, especially in the context of India.

The unit aims to sensitise the students about the evolving politics of education in the regional, national and global contexts through expository, argumentative and analytical texts. The texts in the unit will also address larger questions of exclusion, intellectual freedom and of emerging technologies.

1. Robert Anderson. “ The ‘Idea of a University’ today”
2. Krishna Kumar. (2022). “Politics of Knowledge”
3.  Chandra Bhan Prasad (2006) “Hail English, The Dalit Goddess” (Essay)

http://www.anveshi.org.in/hail-english-the-dalit-goddess/

4. M Madhava Prasad (2015) Language, the Political Commons

https://www.anveshi.org.in/language-the-political-commons/

5. Deutsche, Welle. (2023) “AI experts say ChatGPT is changing education. But how?” -Chat GPT and Academic Writing

https://frontline.thehindu.com/news/ai-experts-say-chatgpt-is-changing-education-but-how/article66449967.ece

The unit will engage the students with the discourses on the cross-cutting issues of caste, gender, food and marginality through short stories and poems which bring out different manifestations of the issues in the local and national contexts.

1. Huchangi Prasad. (2019) Children of God Tran. by Chandan Gowda
2. Sky Baba (2013) Vegetarians only (Short Story) (Minority/Life choice/Food politics)
3. Ranajit Das: “Sherlock Holmes India Trip” (Rural Indian poverty, questions of gender, Bengali poem in translation)
4. Ruskin Bond (1988) “The Night Train at Deoli” (Short Story reflecting the romantic humanist attitude of the educated middle class towards the downtrodden)
5. Pallavi Rao (2017) “Politics of the Intimate Pt. 3: The Brahmin Mistress and the Bahujan Maid”(Essay) (Caste)

https://medium.com/@pallavirao84/politics-of-the-intimate-pt-3-the-brahmin-mistress-and-the-bahujan-maid-6becf6e2fbcb

Teaching learning strategies:

Lecture, discussions and readings

The unit deals with varied questions of social justice through essays, speeches and poems. The texts are selected from global, regional and local contexts to enhance the understanding of contemporary issues of India and help the learners to gain the understanding of human values of the marginalised sections such as workers in unorganised sector, of the society.

1. Jayati Ghosh (2016) On Anti-National Economics (Essay) (Economic policy)

http://www.frontline.in/columns/Jayati_Ghosh/antinational-economics/article8356541.ece

2. Gopal Honnalgere: “The Convicts” (a poem on social justice in peril by Kannada poet)
3. Sitakant Mahapatra: “The Election” (Poem on Rural India and Corrupted Politics)
4. Ben Rowen. 2019. The Fault in Our Star Names. https://psmag.com/social-justice/the-fault-in-our-star-names
5. P Sainath. Wrestling with the rural economy (2013)

https://ruralindiaonline.org/en/articles/wrestling-with-the-rural-economy/

Teaching learning strategies:

Reading, Debate and Discussion

Michio Kaku. Physics of the Future:  How Science Will Shape Human Destiny and Our Daily Lives by the Year 2100, Anchor Academic Publishing, 2012.

Roshan Kishore (2017) “How a Bihari Lost his Mother Tongue to Hindi” (Essay)

http://www.livemint.com/Leisure/Nl73WC1JA8d6KVybBycNlM/How-a-Bihari-lost-his-mother-tongue-to-Hindi.html

Sen, Orjit and Pakhi Sen (2021) “Hear of Light”. (Graphic Narrative)

https://indianculturalforum.in/2021/02/02/heart-of-light/

R. Shashank Reddy. (2017) “Why India Needs a Strategic Artificial Intelligence Vision”.

https://thewire.in/tech/india-artificial-intelligence

Hariharan, Githa and Salim Yusufji. (2019). Battling for India.  Speaking Tiger: New Delhi.

Kakkoos (2017) by Divya Bharthi (Documentary) (Caste)

https://www.youtube.com/watch?v=-UYWRoHUpkU

Raja Rao: What does it mean to be Queer (2019)

https://www.youtube.com/watch?v=SMIuFl3m_U4

The Collected Poems of Gopal Honnalgare. Edited by K A Jayaseelan. Poetrywala, 2020

Shashi Tharoor (2015) Speech in Oxford (Speech)

http://www.ibtimes.co.in/shashi-tharoor-garners-appreciation-his-spirited-argument-oxford-union-debate-full-text-640299

The urban spaces of India have transformed immensely with increased global influences. The course attempts to explore various aspects of cultural identity and compare those identities formed, represented, and reproduced in the metropolitan context of Bangalore. The course enables students to think of the concept of 'the city' as a dynamic entity and analyse how our understanding of, and interaction with the city produces knowledge of space, emerging subjectivity and the “Other”. The city will be examined as a physical and socio-political structure. Metropolitan cities are considered nowadays as sites in the transnational network of financial and technological activities and hence they must be studied as global spaces in addition to its local and regional specificities.

The course is conceptualized with the following objectives:

1. To introduce students to the idea of the city and enable them to ask some relevant questions in the contemporary context.

2. To introduce students to narratives as told by monumental and representational cultures of cities.

3. To make students reflect on how cosmopolitanism and diversity are expressed in urban environments. and how urban space mediate transnational and global links.

This unit attempts to look at the histories of Bangalore from cultural, literary and socio-political aspects. It aims to give a detailed understanding of how the city space has evolved during the precolonial, colonial and postcolonial eras

1. Bangalore from the Pre-colonial to the Age of Globalisation: From The Promise of the Metropolis: Bangalore's Twentieth Century Janaki Nair.

2. Past and Present of the City through folklore and other write-ups- From “Multiple City: Writings on Bangalore” Aditi De.

3. Everyday City Experiences- “Majestic: The Place of Constant Return” Zac O’Yeah.

This unit looks at the sense of the city in the global digital age and how the city is formed of politically aware people making it a public space of contestations and demonstrations.

1. Reading the City in a Global Digital Age: The Limits of Topographic Representation” Saskia Sassen

2.“The Problem” Michael Goldman, Vinay Gidwani, Carol Upadhya

3.“The City as Dichotomy” Sharadini Rath.

4.“Contestations Over Public Spaces” Lekha Adavi, Darshana Mitra And Vinay Sreenivasa

This unit tries to look the history of the city through a fictional representation. Karnad toasts to 'Bendakalooru', the place of boiled beans. The unit also proposes City Walk. Based on the ideas about the past and present of the city discussed in the previous two units, the students may take out a city walk in any area of their choice and bring out documentary evidence of the same in the form of photographs and write-ups.

1.“Boiled Beans on Toast: A Play” by Girish Karnad

2. City Walk

2. Madanipour, Ali. Urban Design, Space and Society. 2014.

3. Sabiki, Ranjit. A Sense of Space: The Crisis of Urban Design in India, 2019.

4. Shaw, Annapurna. Indian Cities in Transition.

5.Friedman, Thomas L. The World is Flat: The Globalized World in the Twenty-First Century.

We become savvy about the world on a daily basis. Cyberspace aided by the internet is one agency that enables our knowledge and entertainment production, dissemination and consumption. We interact with the virtual space much more than we often interact with the real to the extent that the simulacra we live in have become more real/hyperreal than the real itself. In this scenario, it is important to read, understand, critique and reorient our relationship with the cyber world we live in and breathe through. The course will also deal with aspects of the public as personal and the personal as public. This course is an attempt to engage with these aspects by negotiating with the virtually real.

General introduction to the key concepts related to cyberculture 

1. Lister et al : “New Media in Everyday Life” 

2. Pramod K Nayar: “Reading” Cybercultures 

 This unit will attempt to enable students to deal with new forms of literature enabled by the cyberspace. It will look at how the internet and the cyberworld has reconfigured language, grammar, meaning, form and content for the digital native cyborg who seamlessly traverse the real and the virtual, the banal and the political. This section will deal with genres and the student and faculty can mutually decide on select examples from each genre. 

• Terribly Tiny Tales 

• Fan fiction 

• Hypertext Poetry 

• Slam Poetry 

• Twitterature

This unit will discuss aspects of freedom and the empowerment of communities through the cyberspace be it through social networking sites, online shopping, youtubing, Netflix, vlogging and blogging. It will look at how choices are mediated in the name of empowering the common public and how a certain hegemony gets constructed through manipulated consent. 

1. Lloyd Morrisset: “Technologies of Freedom” 

2. Film: The Social Network 

3. Drama: An episode from Black Mirror 

4. Andrei Gornyk: “From Youtube to Ru Tube, or How I Learnt to Love All Tubes”

5. Netflix 

6. Vlogging and Blogging 

7. Online Shopping – Amazon/Flipkart 

This unit will attempt to look at the various aspects of surveillance that the digital and cybertechnology has equipped us with. It will examine how this constructs discourses of the body, gender and selfhood. This unit will also look at the manner in which knowledge and information has also been reconfigured and appropriated through digital and cybertechnology. 

1. Pramod K Nayar: Biometric Surveillance 

2. Swati Chaturvedi: I am a Troll: Inside the Secret World of the BJP’s Digital Army.

Pramod K Nayar: “Reading” Cybercultures

Lloyd Morrisset: “Technologies of Freedom” 

Film: The Social Network 

Drama: An episode from Black Mirror 

Andrei Gornyk: “From Youtube to Ru Tube, or How I Learnt to Love All Tubes”

Pramod K Nayar: Biometric Surveillance 

Swati Chaturvedi: I am a Troll: Inside the Secret World of the BJP’s Digital Army.

Lister, M., Dovey, J., Giddings, S., Grant, I., & Kelly, K. (2010). New media: A critical introduction. London: Routledge. Nayar, P. K. (2010). An introduction to new media and cybercultures. Malden, MA: Wiley-Blackwell. 

Snickars, Pelle and Patrick Vonderau, eds. (2009). The Youtube Reader. National Library of Sweden.

Course Description: 

Humankind is rich with tales of belief systems, practices and customs of various religions and inter relations and complexities of the same. This course aims to provide a comprehensive understanding of interfaith relations of the  world, which will deal with significant religious philosophies from not only the Indian subcontinent but also the world. This introduces the students to the ancient western religions, the concepts like paganism, animism and totemism, theoretical framework of religion and aspects of divination. This aims at familiarising students with the basic ideologies of the religions like Jainism, Buddhism, Hinduism and elements of power and politics associated with them - and how our ideas and philosophies of sustainability and development have been shaped and influenced heavily over the ages by them.

Course Objectives: 

• To introduce the students to various philosophies of religions of the world

• To familiarise the students with indigenous religious traditions and practices

• To provide an overview of interfaith relations of the world and the power dynamics associated with that

• To engage the students in discussion of selected case studies thereby sharpening their analytical and critical thinking skills 

• To familiarise students with the beginnings of religions of the world and their possible traceable transitions 

Level of Knowledge: Conceptual 

1. Theories of religion- Tylar and Frazer, Freud, Durkheim, Marx, Weber

2. Sources of religion - Scriptures, Symbols, Practices and Traditions

3. Paganism-Animism-Totemism-Shamanism

4. The institutionalised religion - Code of conduct, Administration, Hierarchy

Level of Knowledge:  Conceptual/Interpretative

1. Myth and the mystic - Omens, Oracles and Prophecies

2. Early Pagan Religion in Mesopotamia - Ancient Egypt

3. Olympian deities and funerary practices  in Greece - Rome and Ancestor Worship

4. The world of Abrahamism and Semitic religions - Judaism, Christianity, Islam

Level of Knowledge: Conceptual/Interpretative

1. Confucianism- Taoism- Zoroastrianism

2. Vedic Hinduism- Philosophy, Traditions,Rituals and Practices

3. The heterodox philosophies- Buddhism, Jainism, Sikhism

4. Ethnic religions and Folk religions

Level of Knowledge: Analytical

1. Politics and Religion - The symbiotic bond and Power nexus

2. Gendering the institutions - Women and positions of power, The laity and follower

3. The popular - The Village deities and Family deities; The celebrations of faith - Festivals, fairs, songs

4. Case studies of Syria, Iraq, Nigeria, Myanmar

• Ali, Daud & Pandian, Anand. 2010. Ethical Life in South Asia. Indiana, US: Indiana University Press.

• Hinnells.J (Ed.) 2010. The Routledge Companion to the Study of Religion. New York: Routledge.

• Mc Cutcheon,R.T. 1999. The Insider/ Outsider Problem in the Study of Religion: A Reader. London: Cassell

• Popkin. Richard.H. (Ed) 1998. Hume, David. Dialogues Concerning Natural Religion. Cambridge: Hackett Publishing Company.

• Tweed, Thomas.A. 2006. Crossing and Dwelling: a theory of Religion. Cambridge and London: Harvard University Press.

• Wainright, William. 2005. Religion and Morality. London and New York: Routledge. (Part I & Part II)

• Ramaswamy, Vijaya. (Ed) 2014.  Devotion and Dissent In Indian History. New Delhi: Cambridge University Press.

• Ames. Roger T. & Rosemont Jr., Henry. 1999. The Analects of Confucius: A Philosophical Translation. New York. Ballantine Books. 

• Boyce, Mary. 2000. Zoroatrians: Their religious beliefs and practices. New York: Routledge.      

• Brown.P. 1992.  Power and Persuasion in Late Antiquity:

• Towards a Christian Empire. Madison, WI: University of Wisconsin Press. 

• Chakrabarti, Kunal. 2018. Religious Process: The Puranas and the making of a Regional Tradition. New Delhi: Oxford University Press.

• De Lange, N.R.M. 2000. An Introduction to Judaism. Cambridge: Cambridge University Press

• Doniger, Wendy. 2014. On Hinduism, USA: Oxford University Press. 

• Eidinow, Esther & Kindt, Julia. 2015. The Oxford Handbook of Ancient Greek Religion. New York: Oxford University Press.

• Glasenapp, Helmuth Von. 1999. Jainism An Indian Religion of Salvation. Delhi: Motilal Banarsidass Publishers. 

•  Grant,R.M. & Tracy, D.A. 1984.  A Short History of the Interpretation of the Bible. London: SCM.

• Hart, David Bentley. 2014. The Experience of God, Being, Consciousness, Bliss. New Haven: Yale.

• Higginbotham, Joyce & Higginbotham, River. 2002. Paganism: An Introduction to Earth Centered Religions. Woodbury, Minnesota: Llewellyn Publications. 

• Lipner.J.J. 1994. Hindus: Their Religious Beliefs and Practices. London: Routledge. 

• Mahalakshmi.R. 2011. The Making of the Goddess: Korravai-Dugra in the Tamil Traditions. New Delhi: Penguin Books. 

• Mahalakshmi.R. 2019. Art and History: Texts, Contexts and Visual Representations in Ancient and Early Medieval India. New York: Bloomsbury Academic India. 

• Ramaswamy, Vijaya. 1996. Divinity and Deviance- Women in Virasaivism. New Delhi: Oxford University Press.       

• Ramaswamy, Vijaya. 2007. Walking Naked: Women, Society, Spirituality in South India. University of Michigan and Shimla: Indian Institute of Advanced Study.·        

• Waines.D. 1997. An Introduction to Islam. Cambridge: Cambridge University Press.·        

• Walpola, Rahula. What the Buddha taught. 1994. New York: Black Cat Publishers.·        

• Woodhead et.al. (Eds) 2009.  Religions in the modern world: traditions and transformations. London: Routledge. 

The aim of the course is to offer students the opportunity to understand, explore and appreciate the nature of human diversity and globalisation by providing a direct international experience in a virtual collaborative learning environment with students. It aims to form an intercultural perspective, provide knowledge of communication and behaviour within and between different cultures.

Course Objectives

The course aims to help students to:

• Identify and explain basic theories of human interaction within multi-cultural environments.

• Understand  basic principles of communication within various cultural settings.

• Identify and explain the specific culturally oriented communication needs of a variety of marginal or sub-cultural groups

• Definitions and a basic understanding of cross-culture communication

• Differences between cross culture and intercultural communication

• Dimensions & Models for Cultural Analysis- Popular models of cross cultural communication.

• Context, Situation & Action Chains- Culture, Technology

• Workforce and environment, 

• Countering oppression through inclusion

• Culture & Identity - Educational attainment, Geographical locations, ethnicity.

• Intercultural Relations and Globalisation (Case Study Work)

• Global Identity; Communicating with a Cross-Cultural Audience

• Reading: Cross-cultural conflict by Kevin Avruch (UNESCO EOLSS (Encyclopaedia of life support systems)

Condon, E. C. (1973). Introduction to cross cultural communication. Rutgers University.

Gudykunst, W. B. (2003). Cross-cultural and intercultural communication. Sage.

Ting-Toomey, S., & Chung, L. C. (2005). Understanding intercultural communication. New York: Oxford University Press.

Over all end semester evaluation for 45 marks

CIA I: 20 Marks 

CIA II: 20 Marks

End semester Submission CIA III: 50 Marks.

Attendance 5 Marks

India is the largest democracy of the world and its diverse society, vast geographical expanse and different cultural-social values make it an extremely complex political system. How does politics in a country like this operate? What are the historical influences and their impact on the modern democratic institutions of India? How has modern India managed to accommodate or shed off its century’s old traditional values in the clash between tradition and modernity? How have modern democratic institutions in India evolved, what are the pressures working upon them and how have these institutions performed till now? How does developmental state in India device and run welfare policies, maintain legitimacy and respond to crisis? The present course will give the students a basic understanding of all these aspects so that they can make sense of the ways in which democracy and political system operates in the country.

Colonial State and Economy; Development of India’s Constitution

The Indian Parliament; The Judicial System of India; Union and State Executive, Office of the Governor and Bureaucracy; Federalism; Party System in India. 

Public Policy; Foreign Policy; Regionalism and Terrorism