Department of ECONOMICS

Syllabus for
Bachelor of Arts (Economics Honours)
Academic Year  (2021)

 
1 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBS191A SUSTAINABLE DEVELOPMENT Generic Elective 3 3 100
BBS191B A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING Generic Elective 3 3 100
BBS191C MAHABHARATHA AND MODERN MANAGEMENT Generic Elective 3 3 100
BBS191D CYBER SECURITY FOR THE MILLENNIAL GENERATION Generic Elective 3 3 100
BECH131 MICROECONOMICS - I Core Courses 5 5 100
BECH132 MATHEMATICAL ECONOMICS-I Core Courses 5 5 100
BECH133 ECONOMIC HISTORY OF INDIA FROM 1750 TO 1947 Core Courses 5 5 100
BECH141 INTRODUCTION TO THE PHILOSOPHY OF ECONOMICS Discipline Specific Elective 3 3 100
BECH191A INSTITUTIONS AND INFORMAL ECONOMY Generic Elective 3 3 100
BECH191B ECONOMICS OF CORRUPTION Generic Elective 3 3 100
BENG121 ENGLISH LANGUAGE AND COMPOSITION-I Ability Enhancement Compulsory Course 3 3 100
BENG191A READING TECHNOLOGY IN/AND SCIENCE FICTION Generic Elective 3 3 100
BENG191B GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES Generic Elective 3 3 100
BHIS191A ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST Generic Elective 3 3 100
BHIS191B THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS Generic Elective 3 3 100
BMED191A MEDIA LITERACY Generic Elective 3 3 100
BMED191B UNDERSTANDING THE VISUAL LANGUAGE OF CINEMA Generic Elective 3 3 100
BPOL191A PEACE AND CONFLICT MANAGEMENT Generic Elective 3 3 100
BPOL191B GLOBAL POWER POLITICS Generic Elective 3 03 100
BPSY191B ADVERTISEMENT PSYCHOLOGY Generic Elective 3 3 100
SDEH111 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
2 Semester - 2021 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BBS291A APPLIED ETHICS-A MULTICULTURAL APPROACH - 3 3 100
BBS291B GLOBAL LEADERSHIP AND CULTURE - 3 3 100
BBS291C COURTESY AND ETIQUETTES - 3 3 100
BBS291D MAHATMA AND MANAGEMENT - 3 3 100
BBS291E SACRED GAMES AND THE RULE OF LAW - 2 3 100
BBS291F CONSUMPTION AND CULTURE IN INDIA - 3 3 100
BECH231 MACROECONOMICS - I - 5 5 100
BECH232 MATHEMATICAL ECONOMICS-II - 5 5 100
BECH233 BASIC STATISTICAL METHODS USING MS-EXCEL - 5 5 100
BECH241 GENDER ECONOMICS - 3 3 100
BECH291A ECONOMICS AND LITERATURE - 3 3 100
BECH291B DESIGNING POLICIES FOR SUSTAINABLE DEVELOPMENT - 3 3 100
BENG221 ENGLISH LANGUAGE AND COMPOSITION-II - 3 3 100
BENG291A READING CITYSCAPES: BANGALORE HISTORIES - 3 3 100
BENG291B READING THE CYBERSPACE: PUBLIC AND THE PRIVATE - 3 3 100
BHIS291A THE POLITICS OF MEMORY: THE MAKINGS OF GENOCIDE - 3 3 100
BHIS291B RELIGION: PHILOSOPHY AND POLITICS THROUGH AGES - 3 3 100
BMED291A INTER-CULTURAL COMMUNICATION - 3 2 100
BMED291B AUDIO CONSUMPTION IN EVERYDAY LIFE - 3 3 100
BPOL291A POLITICS IN INDIA - 3 3 100
BPOL291B STATE AND TERRORISM - 3 3 100
BPSY291A APPRECIATING AESTHETICS - 3 3 100
BPSY291B HUMAN ENGINEERING AND ERGONOMICS - 3 3 100
SDEH211 SKILL DEVELOPMENT - 1 1 50
3 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH331 MICROECONOMICS-II Core Courses 5 5 100
BECH332 MACROECONOMICS-II Core Courses 5 5 100
BECH333 ADVANCED STATISTICAL METHODS USING SPSS Core Courses 5 5 100
BECH341A HEALTH ECONOMICS: THEORY AND APPLICATION Discipline Specific Elective 4 4 100
BECH341B FOUNDATIONS OF BEHAVIOURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH361A INDIAN GOVERNMENT AND POLITICS Generic Elective 4 3 100
BECH361B ESSENTIALS OF ACCOUNTING Generic Elective 4 4 100
BECH362A CONSUMER PSYCHOLOGY Generic Elective 4 4 100
BECH362B EDUCATION AND DEVELOPMENT Generic Elective 4 4 100
SDEH311 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
4 Semester - 2020 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH431 FUNDAMENTALS OF ECONOMIC GROWTH AND DEVELOPMENT - 5 5 100
BECH432 RESEARCH METHODOLOGY - 5 5 100
BECH433 INTRODUCTION TO ECONOMETRICS - 5 5 100
BECH441A ECONOMIC SOCIOLOGY - 4 4 100
BECH441B LABOUR ECONOMICS - 4 4 100
BECH461A INTERNATIONAL RELATIONS - 4 4 100
BECH461B CORPORATE FINANCE - 4 4 100
BECH462A INDUSTRIAL PSYCHOLOGY - 4 4 100
BECH462B URBAN PLANNING AND DEVELOPMENT - 4 4 100
SDEH411 SKILL DEVELOPMENT - 1 1 50
5 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH531 INDIAN ECONOMY Core Courses 5 5 100
BECH532 INTERNATIONAL ECONOMICS Core Courses 5 5 100
BECH533 POLITICAL ECONOMY OF INDIA Core Courses 5 5 100
BECH541A FOUNDATIONS OF AGRICULTURAL ECONOMICS Discipline Specific Elective 4 4 100
BECH541B ADVANCED ECONOMETRICS Discipline Specific Elective 4 4 100
BECH542A COMPUTER APPLICATIONS FOR ECONOMIC ANALYSIS-I Generic Elective 4 4 100
BECH542B COMPUTER APPLICATIONS FOR ECONOMIC ANALYSIS-II Generic Elective 4 4 100
BECH581 INTERNSHIP Skill Enhancement Course 0 2 50
SDEH511 SKILL DEVELOPMENT Skill Enhancement Course 1 1 50
6 Semester - 2019 - Batch
Course Code
Course
Type
Hours Per
Week
Credits
Marks
BECH631 PUBLIC ECONOMICS - 5 5 100
BECH632 HISTORY OF ECONOMIC THOUGHT - 5 5 100
BECH633 DISSERTATION - 4 4 100
BECH641A ECONOMICS OF LAW - 4 4 100
BECH641B FINANCIAL ECONOMICS - 4 4 100
BECH642A ENVIRONMENTAL ECONOMICS: THEORY AND APPLICATION - 4 4 100
BECH642B INDUSTRIAL ECONOMICS - 4 4 100
SDEH611 SKILL DEVELOPMENT - 1 1 50
      

    

Department Overview:

The Department of Economics at the Bannerghatta Road campus is functioning under the School of Social Sciences in CHRIST (Deemed to be University). Established in the year 2016 with the commencement of the new Campus at Bannerghatta Road, the department has representation of faculty from all cultures and regions in India and with qualifications from the top institutions in the country and abroad. Together with rich experience in teaching, research and consultancy, they specialise in Monetary and Financial Economics, Environmental Economics, Behavioural Economics, Industrial Economics, Informal Economy and so on, involving in advanced research.

Mission Statement:

VISION

Department Vision:

“Excellence in teaching and research in economics and service to the society”

 

Programme Vision:

“An Economics Honours programme of the highest excellence”

MISSION

Department Mission:

The Department of Economics, CHRIST (Deemed to be University), Bannerghatta Road Campus acts as a department of excellence for nurturing holisticall

Introduction to Program:

The BA Economics Honours Programme with non-core subjects Psychology and Political Science and integrated courses in Sociology and History, is designed to produce graduates trained in the application of knowledge in economics to real-life economic, financial, ethical and analytical problems encountered in the economy. It is structured to provide the students with the skills and professional acumen to become key players in the economy irrespective of their future job places and task diversification they would take up. The programme may enable the students to effectively apply their knowledge and skills to situations of economic, institutional and policy making both in governance and industry.

The progamme has a rigorous focus on quantitative techniques and research methods which will orient the students in dealing with economic problems with a practical and analytical approach. The diversity and the spread of the programme ensure that the students receive sufficient experience of the current issues and crises of the world especially that of the emerging economies.

Program Objective:

PROGRAMME OBJECTIVES:

The programme aims to:

  • train the students in the fundamental theories in economics.
  • provide skills in academic research and economic analysis.
  • expose the students to the real-world economic experiences through service learning.
  • develop the competency to design economic policies.
  • mould holistically developed individuals.

PROGRAMME OUTCOMES:

By the end of the BA programme students should be able to:

 PO1. Academic expertise: 

  • exhibit knowledge of the discipline
  • identify and explain seminal pieces of work in the area
  • conduct guided academic inquiries in various areas of interest in the chosen discipline
  • apply theoretical notions into practice in different forms

PO2.Critical Thinking:

  • recognize the social structures underlying our society
  • identify the implications
Assesment Pattern

The Continuous Internal Assessment (CIA) will be assessed for seventy per cent weightage and the End Semester Examination (ESE) for thirty per cent weightage. The practical courses and the common core courses will be assessed out of hundred marks in various components including attendance. The Mid Semester and End Semester written examination question pattern consists of questions divided into two or three sections with short answers, short essays and long essays.

Examination And Assesments

The evaluation is divided into two components: Continuous Internal Assessment (CIA) including Mid Semester Examination (MSE), and the End Semester Examination (ESE).

BBS191A - SUSTAINABLE DEVELOPMENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

To create a sense of ownership of issues related to CSR, Environment and sustainability of businesses.

Understand the basic concept of Sustainable Development (SD), the environmental, social and economic dimensions.

To teach how to critically analyze, evaluate and judge competing perspectives on the challenge of creating a sustainablefuture.

To understand the Sustainable development challenge for companies, their responsibility and their potentials for action.

Learning Outcome

Concern for society and nature

Ability to create sustainable organizations

Unit-1
Teaching Hours:7
Sustainability
 

Meaning and Scope, Corporate Social Responsibility, Sustainability, Sustainability Terminologies and Meanings, why is Sustainability an Imperative, Sustainability Case Studies, Triple Bottom Line (TBL)

Unit-2
Teaching Hours:7
Is it possible to combine sustainability and business success?
 

Reasons to adopt sustainable strategy by firms, tools used by the firm to implement their sustainable development strategies, evaluation of firm’s commitment to sustainable strategies by the stakeholders.

Unit-3
Teaching Hours:7
Environmental Management Systems
 

Using Standards, Certification and other Systems to further SD goals Introduction, Global management systems exist to guide firms in establishing and implementing a strategy,how do these various approaches, including certification, encourage sustainable business practices.

Unit-4
Teaching Hours:8
Taking charge and working together to change the future
 

Establishing priorities for sustainable future, Role of women in sustainability, Challenge of creating a green economy, Sustainability crisis in 21st century, failures of global capitalism, transforming global capitalism, creating a restorative economy.

Unit-5
Teaching Hours:8
Corporate Sustainability Reporting Frameworks
 

Global Reporting Initiative Guidelines, National Voluntary Guidelines on Social, Environmental and Economic Responsibilities of, Business, International Standards, Sustainability Indices, Principles of Responsible Investment, Challenges in Mainstreaming Sustainability Reporting, Sustainability Reporting Case Studies

Unit-6
Teaching Hours:8
Legal framework, conventions, treaties on Environmental and social aspects
 

United Nations Conference on Human Environment, United Nations Environment Programme Brundtland Commission United Nations Conference on Environment and Development Agenda 21, Rio Declaration on Environment and Development, Statement of Forest Principles United Nations Framework Convention on climate change, Convention on Biological Diversity, Kyoto Protocol, Bali Roadmap, United Nations Conference on Sustainable Development, Rio+20, Millennium Development Goals to Sustainable Development Goals.

Text Books And Reference Books:

1.      Balachandran V, & Chandrashekharan V, (2011). Corporate Governance, Ethics and social responsibility, PHI.

2.      Concepts of Environmental Management for Sustainable Development

3.      Baxi C. V & Rupamanjari Sinha Ray, (2012). Corporate Social Responsibility: A Study of CSR Practices in Indian Industry, Vikas Publishing House.

4.      Corporate Goverance – Badi N. V, Vrinda Publications, 2012.

5.      Fernando A. C, (2011). Corporate Governance: principles, policies and practices, Pearson.

6.      Ghosh B. N, (2012). Business Ethics and Corporate Governance , Tata McGraw-Hill.

7.      Keshoo Prasad, Corporate Governance -, PHI.

8.      Lawrence and Weber, (2010). Business and Society, Tata McGraw-Hill.

Essential Reading / Recommended Reading

Andrew Crane & Dirk Matten (2010). Business ethics, Oxford.

Evaluation Pattern

CIA 1 - Written assignment on cases relating to sustainability practices followed in any country. (No country should be repeated) (20 marks)

CIA 2 - Mid sem Class exam (25 marks)

CIA 3 - Group presentation and report for pre allotted topics.(20 marks)

End sem - Class exam (30 marks)

BBS191B - A LIFE WORTH LIVING - FROM HEALTH TO WELL BEING (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

To examine health in its truest sense, one must explore beyond the limits of medicine to engage a much wider set of questions embracing social, cultural, political, economic, moral and spiritual aspects of human experience. The course focuses on the knowledge and skills that students require to lead a healthy, productive and balanced life.

 

Learning Outcome

On completing the course, students will be able to:

  • Explain health as a multi-dimensional and dynamic concept, which necessarily integrates individual, societal, biomedical, spiritual, cultural and historical influences, and how this relates to health issues encountered in everyday life.
  • Assess the inter-relatedness of health perceptions and practices across cultures.

Unit-1
Teaching Hours:6
Introduction to health
 

Health of individuals and communities – The significance of determinants of health and how these raise or lower the health of individuals and communities - Health promotion to improve health - Personal and popular attitudes and beliefs and their impact on decision making - self-management - interpersonal and key consumer health skills - Factors influencing health, and actions and strategies to protect and promote health, through investigation and inquiry processes.

Unit-2
Teaching Hours:6
Food and Values
 

Philosophy of food, Values – Three different types of values, Meat – Is it wrong to eat animals?Hunger – Do we have a duty to help starving people? - Drugs – Why is it wrong to take drugs? - GM food – How should food technology be regulated? - Capitalism – Food, globalization, and equality - Art – Can food be art? What is art? - Taste – Is taste entirely subjective? - Science – Can science explain conscious taste experiences? -Eating – Eat to live, or live to eat

Unit-3
Teaching Hours:6
Nutrition
 

Balanced diet & Nutrition, Macro and micro nutrients – Nutritive and non nutritive components of diet – Eating for weight control – healthy weight – The pitfalls of dieting – food intolerance and food myths – Food supplements for adolescents. 

Unit-4
Teaching Hours:6
Physical Education
 

Concept of physical education – Meaning – definition – aims – objectives of physical education and fitness – Need & importance of fitness – Types of fitness – Health related physical fitness – performance related physical fitness – physical activities and health benefits - Activities for developing physical fitness

Unit-5
Teaching Hours:6
Sleep
 

What is sleep? – The phylogeny of sleep – Developmental course of sleep – Dreams- Functions of sleep – Daytime sleepiness and alertness – Sleep disorders.

Unit-6
Teaching Hours:6
Safety education and health promotion
 

Principles of accident prevention – health and safety in daily life – health and safety at work – first aid and emergency care – common injuries and their management

Unit-7
Teaching Hours:9
Spirituality, Religion and Social Change
 

Meaning of life - Meaning of death- Indian Rituals, symbols, and myths - Spirituality, altruism and moral justice - Resources to deal with stress, temptations, disappointments and failures, social oppression, the loss of possessions and of loved ones, and with one’s own death. 

Text Books And Reference Books:

Indian Journals of health and well being

Essential Reading / Recommended Reading

As prescribed by the facilitator

Evaluation Pattern

CIA 1, Mid sem, CIA 3, End sem - 100 Marks

BBS191C - MAHABHARATHA AND MODERN MANAGEMENT (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

The Mahabharata of the great Maharishi Veda Vyasa is a treasure trove of knowledge, principles and paradigms. It is written that what is not in the Mahabharata will not be found elsewhere. Written nearly thousands of years ago, the Mahabharata is as yet a source of knowledge, especially modern management principles.In essence it highlights the victory of Dharma in times of Adharma.This subject is a comprehensive learning on management lessons which can be inferred from the great epic. It gives a clear understanding and comparison of management Principles, practices and the various functions of management with the epic. The syllabus is structured to provide basic conceptual knowledge on the principles of management. It also deals with behavioral issues in the individual processes, group and interpersonal processes.

Course Objectives:

  •  Discuss the epic by summarizing the various parvas/units in class in accordance with the management concept
  •  Review and make a critical estimate of the epic with a focus on morals, ethics, legal and management concepts
  • To develop competencies and knowledge of students to become effective professionals

Learning Outcome

Course Learning Outcome: Students will get to know team work and group dynamics

  • Students will get to know determination and hard work and its implication on business decision
  • Students will be able to appreciate the role of general management for the success of an organization.
  • This subject will enable them to enhance their Moral, social, ethical and professional skills
  • To understand the manner in which strategic and competitive advantage is developed

Unit-1
Teaching Hours:9
Introduction to Mahabharatha
 

The older generations-The Pandava and Kaurava princes- Lakshagraha (the house of lac)

Establishment of the kingdom-Administration and Management principles

Unit-2
Teaching Hours:9
Marriage and Building of New city
 

Marriage to Draupadi- An event study approach.

Indraprastha-A new beginning- Pressure for change – Change process, Types of change, Factors influencing change, Resistance to change

Unit-3
Teaching Hours:9
The Big Game
 

The dice game- Cooperative strategies & Reasons for strategic alliances-

Exile and return- Risks and costs of strategic alliances

Unit-4
Teaching Hours:9
The battle at Kurukshetra
 

The battle at Kurukshetra - Strategic Planning and Management- levels at which strategy operates- Event approaches to strategic decision making,

Unit-5
Teaching Hours:9
Post Kurukshetra
 

The end of the Pandavas- Succession Planning,Authority and Responsibility

The reunion Organizing- Choosing the organizational structure

 

Text Books And Reference Books:

Stoner, Freeman, Gilbert Jr. (2014). Management (6th edition), New Delhi: Prentice Hall India.

Rao, V.S.P., & Krishna, V.H., (2011). Strategic Management: Text and Cases. New Delhi: Excel Books.

Pratap Chandra Roy ,The complete Mahabharata translated into English prose directly from the original sanskrit text.(1st Edition) oriental publishing co.

Source: Jaya - An Illustrated Retelling of the Mahabharata

 

 

Essential Reading / Recommended Reading

C Rajagopalachari (2017). Mahabharata (63rdedition), Mumbai: Bharatiya Vidya Bhavan.

 

Evaluation Pattern

CIA 1 10 Marks

MSE   30 Marks

CIA 3 10 Marks

End Assesment 50 Marks

BBS191D - CYBER SECURITY FOR THE MILLENNIAL GENERATION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Any individual can have a real-time video conversation with someone on the other side of the planet, one can send and receive money without even taking out their wallet, and even can post content online that reaches millions of people in a matter minutes. Unfortunately, the same technology that enables all this new freedom and convenience also exposes us to new security threats that we've never encountered. Malware that infects your computer and watches everything you do, phishing scams that steal private information from millions of people - today's digital world is a criminal's playground. It makes the process of stealing money or even stealing someone's entire identity way more efficient. Hence it becomes very important to protect yourself and your private data from cyber intruders. This course outlines a step-by-step roadmap that one can follow to build a tight wall of security around your digital life.

Course Objectives:

This course gives the background needed to understand basic cyber security. Students will be introduced to the world of spyware, phishing, malware, spam, social engineering, hacking and other common internet spying techniques. Students will also learn the intervention methods in securing themselves in cyber space.

Learning Outcome

  • To understand how to identify online scams.
  • To develop the right mindset and habits for securing themselves from intruders.
  • To learn how to secure their online browsing.
  • To learn how to create super passwords and how to manage them.
  • To practice cyber security skills in real world scenarios.

Unit-1
Teaching Hours:9
Introduction to Cyber security
 

Why security matters – The importance of multi-layer security – the most common security threats – The dark side of Internet – The world of malware – phishing – social engineering – scams – hacking –cyber warfare.

Unit-2
Teaching Hours:9
Mindset and Habits
 

Developing the right mindset and habits for security – the importance of skepticism – avoiding malicious sites and applications – Tools needed to browse the Internet securely - why software updates matter – knowing (and limiting yourself).

Unit-3
Teaching Hours:9
Smartphone security
 

Why mobile security matters – setting up a passcode lock –importance of password security – best practices – using password manager- managing third-party app permissions – locating a lost or stolen smartphone.

Unit-4
Teaching Hours:9
Multi-factor authentication and Connected apps
 

Framework – types of mobile two-factor authentication – Two-Factor authentication: Google, Facebook, Twitter and other services - danger of rogue connected apps – managing connected apps on Google and Facebook – managing browser extensions/add-ons – staying secure with connected apps and extensions.

Unit-5
Teaching Hours:9
Encryption
 

Encryption definition – How SSL (HTTPS) protects your passwords and private data - encrypting your web traffic with a virtual private network (VPN) – encrypting computer's hard drive – encrypting smartphone – firewalls – antivirus.

Text Books And Reference Books:

·     Graham,James., Howard,Richard., & Olson,Ryan. (2011). Cyber Security Essentials. USA: CRC Press.

Essential Reading / Recommended Reading

·         Lalit,Gulab Chandra. (2014). Cyber security threats: An emerging challenge. New Delhi: Mohit Publications.

·        Arora, A. (2014). Information Warfare and Cyber Security. Jaipur: Book Enclave.

·       Santanam, R., Sethumadhavan, M., & Virendra, M. (2011). Cyber security, cybercrime and cyber forensics: Applications and perspectives. Hershey, PA: Information Science Reference.

·         Ahamad, F. (2013). Cyber Law and Information Security. New Delhi: Dreamtech Press.

Evaluation Pattern

CIA I - 20 marks

CIA II - 25 marks

CIA III - 20 marks

End Semester - 30 marks

Attendance - 05 marks

BECH131 - MICROECONOMICS - I (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description

This course is designed to expose the students to the basic principles of microeconomic theory. The emphasis will be on thinking like an economist and the course will illustrate how microeconomic concepts can be applied to analyse real-life situations.

Course Objectives

The course has been conceptualised in order to help students:

  • to understand how decisions related to allocation of scarce resources and trade-offs are made.
  • to analyse the market for goods & services and output-price determination.
  • to understand the role of government policies regulating market outcome.
  • to demonstrate understanding of how rational consumers make their choice to optimize utility.
  • to analyse the dynamics of factors of the production market.

Learning Outcome

By the end of the course the learner will be able to:

  • summarise how decisions related to allocation of scarce resources and trade-offs are made.
  • examine the role of demand and supply in allocating economic welfare.
  • explain the role of government policies in regulating the market outcomes.
  • illustrate how consumers optimize the utility given the limited resources.
  • analyse the market dynamics of factors of production and impact of policy regulation on allocation of such inputs in the market.

Unit-1
Teaching Hours:9
Exploring the Subject Matter of Economics
 

Why study economics? Scope and method of economics; the economic problem: scarcity and choice; the question of what to produce, how to produce and how to distribute output; science of economics; the basic competitive model; prices, property rights and profits; incentives and information; rationing; opportunity sets; economic systems; reading and working with graphs. 

Unit-2
Teaching Hours:15
Supply and Demand: How Markets Work, Markets and Welfare
 

Markets and competition; determinants of individual demand/supply; demand/supply schedule and demand/supply curve; market versus individual demand/supply; shifts in the demand/supply curve, demand and supply together; how prices allocate resources; elasticity and its application; controls on prices; taxes and the costs of taxation; consumer surplus, producer surplus and the efficiency of the markets.

Unit-3
Teaching Hours:15
The Households
 

The consumption decision - budget constraint, consumption and income/price changes, demand for all other goods and price changes; description of preferences (representing preferences with indifference curves); properties of indifference curves; consumer‘s optimum choice; income and substitution effects; labour supply and savings decision - choice between leisure and consumption.

Unit-4
Teaching Hours:12
The Firm and Perfect Market Structure
 

Behaviour of profit maximizing firms and the production process; short run costs and output decisions; costs and output in the long run.

Unit-5
Teaching Hours:12
Imperfect Market Structure
 

Monopoly and antitrust policy; government policies towards competition; imperfect competition.

Unit-6
Teaching Hours:12
Input Markets
 

Labour and land markets - basic concepts (derived demand, productivity of an input, marginal productivity of labour, marginal revenue product); demand for labour; input demand curves; shifts in input demand curves; competitive labour markets; and labour markets and public policy; New Frontiers in Microeconomics.

Text Books And Reference Books:

Case, K. E., Fair, R. C., & Oster, S. M. (2013). Principles of Microeconomics (11th ed.). London: Pearson Education Inc.
Mankiw, N. G. (2017). Principles of Microeconomics (8th ed.). MA: Cengage Learning.
Stiglitz, J. E., & Walsh, C. E. (2006). Principles of Microeconomics (4th ed.). New York: W.W. Norton & Company Inc., International Student Edition.

Essential Reading / Recommended Reading

Lipsey, R. G., & Chrystal, K. A. (1999). Principles of Economics (9th ed.). Oxford: Oxford University Press.
Mankiw, N. G. (2011). Economics: Principles and Applications (10th ed.). MA: Cengage Learning.
Pindyck, R. S., & Rubinfeld, D. L. (2013). Microeconomics (8th ed.). New York: Pearson Education.
Ray, N.C. (1975). An Introduction to Microeconomics. New Delhi: Macmillan Company of India Ltd.
Salvatore, D. (2011). Managerial Economics in a Global Economy (7th ed.). Oxford: Oxford University Press.
Samuelson, P. A., & Nordhaus, W.D. (2010). Economics (19th ed.). New Delhi: McGraw-Hill Companies.

Evaluation Pattern

 

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

BECH132 - MATHEMATICAL ECONOMICS-I (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description

This is the first of a compulsory two-course sequence. The objective of this sequence is to transmit the body of basic mathematics that enables the study of economic theory at the undergraduate level, specifically the courses on microeconomic theory, macroeconomic theory, statistics and econometrics set out in this syllabus. In this course, particular economic models are not the ends, but the means for illustrating the method of applying mathematical techniques to economic theory in general. The level of sophistication at which the material is to be taught is indicated by the contents of the prescribed textbook.

Course Objectives

The course aims to help students to:

● understand the basic concepts, procedures and techniques of mathematical economics
● to apply mathematical techniques to economic theory in general.

Learning Outcome

At the end of the course, the student will be able to:

● to apply mathematical techniques and models for a deeper understanding of economics, especially the branches of microeconomics, macroeconomics and econometrics.
● to build economic problems in a multivariable model and yield valuable insight about optimizing human behaviour.

Unit-1
Teaching Hours:15
Preliminaries
 

Elements of logic and proof; Sets and Set operations; Relations; Equations: Linear and Quadratic; Simultaneous Equations; Functions: quadratic, polynomial, exponential, logarithmic; Graphs, Slopes and Intercept; Economic Application of Graphs and Equations: Iso-cost Lines, Supply and Demand Analysis, Income determination models.

Unit-2
Teaching Hours:20
Differential Calculus: Single Independent Variable Functions
 

Limits; Continuity; Curvilinear Functions; the Derivative; Rules of Differentiation; Higher-order Derivatives; Optimisation; Uses of the Derivatives in Economics: Increasing and Decreasing Functions, Concavity and Convexity, Inflection points, Optimisation of Economic Functions, Relationship among Total, Marginal and Average Concepts.

Unit-3
Teaching Hours:20
Differential Calculus: Multivariable Functions
 

Multivariable Functions and Partial Derivatives; Rules of Partial Differentiation; Second and Higher-order differentials; Optimisation; Constrained optimisation with Lagrange Multipliers; Implicit functions; Application of Partial Derivatives in Economics: Utility Maximisation, Marginal Productivity, Elasticity, Producers Equilibrium, Optimisation of Cobb Douglas and CES Production Function.

Unit-4
Teaching Hours:20
Differential Calculus: Exponential and Logarithmic Functions
 

Exponential and Logarithmic Functions; Solving Natural Exponential and Logarithmic Functions; Logarithmic transformation of Nonlinear Functions; Rules of Differentiation; Higher-order Derivatives, Partial Derivatives; Optimisation of Exponential and Logarithmic Functions; Logarithmic differentiation; Application in Economics: Elasticity, Alternative measures of growth, Optimal Timing, Derivation of Cobb Douglas Production Function.

Text Books And Reference Books:

Chiang, A.C. & Wainwright, K.  (2013). Fundamental Methods of Mathematical Economics. (4th ed.). McGraw Hill Education (India) Private Limited.
Sydsaeter, K. &   Hammond, P. (2016). Mathematics for Economic Analysis. New Delhi: Pearson Education Inc.

Essential Reading / Recommended Reading

Bradley, T.  (2013). Essential Mathematics for Economics and Business. London: John Wiley & Sons.
Dowling, E.  T. (2012). Schaum’s Outlines-Introduction to Mathematical Economics. (3rd ed.).  New York: McGraw Hill.
Renshaw, G. (2011). Maths for Economics. (4th ed.).  Oxford: Oxford University Press.
Roser, M. (2003). Basic Mathematics for Economists. (2nd ed.). New York: Routledge.

Evaluation Pattern

EvaluationPattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

BECH133 - ECONOMIC HISTORY OF INDIA FROM 1750 TO 1947 (2021 Batch)

Total Teaching Hours for Semester:75
No of Lecture Hours/Week:5
Max Marks:100
Credits:5

Course Objectives/Course Description

 

Course Description: 

This course traces the evolution of the modern Indian Economy. It places the phenomenon of India’s economic development within the compulsions of colonial rule. Therefore, it serves as a background course for the study of Indian Economic issues and the Political  Economy of India. 

Course Objectives: 

The course aims to help students to: 

  • perceive the importance of contextualising the discipline in historical terms;
  • analyse the economic conditions of India, before and during the British rule and how it might have contributed to changing the patterns of production and consumption in the region; 
  • emphasise the role of historical factors that led to the changing distribution of the gains and losses associated with economic growth.

Learning Outcome

By the end of the course:

  • Students will be able to understand and examine the importance of studying Economic History to gain a deeper understanding of the interplay between institutional change and economic growth.
  • Students will be able to analyse and argue how certain historical events from before and during the British colonial rule in India may have given rise to the patterns of economic choices that followed in the long run.
  • Students will be able to examine and evaluate if the explanation for increasing economic inequality can be found in the specific manner in which these forces of imperialism and globalisation acted in South Asia or if the explanation lies in how other factors (geographical constraints or social institutions) interacted with these forces.

Unit-1
Teaching Hours:9
Economic History: An Introductory Perspective
 

Globalisation and colonialism; Theories of Economic History; Market Formation, Institutions, Class, Political Power and Resource Endowments; Colonial Narratives of India and beyond.

Unit-2
Teaching Hours:12
India in 1750
 

Empires; Economic Conditions: Property, Village Community, Industry and Foreign Trade; Institutional Changes in Property Rights and its consequences; Patterns of Ownership, Tax, Tenancy and Land Markets.

Unit-3
Teaching Hours:15
Stability and Change in the Cities (1770-1810)
 

Ruling groups on the move; Religious and social organisation outside the village; Sects, towns and traders; Artisans, traders and urban stability; Two case studies of adaptation – grain and salt; The re-orientation of trade routes and merchant communities.

Unit-4
Teaching Hours:12
Agriculture
 

The Agricultural Production Function; Trends in output and income, Factor, Credit and Product Market; Effects of Market Expansion and Stagnation.

Unit-5
Teaching Hours:15
Industry
 

Types and patterns of Industrialization; Conditions of Small Scale Industry; Textiles and Handicrafts; Large Scale Industry; Pre-war to World War II; Two major Industries; Cotton Textile and Jute; Industrial Organization: Structure, Labour and Finance.

Unit-6
Teaching Hours:12
Infrastructure and Economic Management
 

Drivers of Infrastructure Investments; Irrigation; Railways; Roads and Inland Waterways; Post and Telegraph; Education and Health Care; Fiscal and Monetary System.

Text Books And Reference Books:

Bayly, C. A. (2012). Rulers, Townsmen, and Bazaars: North Indian Society in the Age of British Expansion. Oxford: Oxford University Press.
Roy, T. (2011). The Economic History of India. (3rd ed.).New Delhi: Oxford University Press.

Essential Reading / Recommended Reading

Bandyopadhyay, S. (2004). From Plassey to Partition: A History of Modern India. New Delhi: Orient Longman Private Limited.
Habib, I. (2006). Indian Economy: 1858 – 1914. New Delhi: Tulika Books.
Stein, B. (1998). A History of India (2nd ed.). London: Wiley-Blackwell.
Tomlinson, B. R. (1993).  The Economy of Modern India: 1860 – 1970. Cambridge: Cambridge University Press.

Evaluation Pattern

 

Evaluation Pattern

CIA1

MSE* (CIA2)

CIA3

ESE**

Attendance

Weightage

20

25

20

30

05

* Mid Semester Exam      ** End Semester Exam

 Question Paper Pattern: MSE and ESE (Max. Marks = 50)

Section A

Section B

Section C

5 x 2 = 10 Marks

6 x 5 = 30 Marks

1 x 10 = 10 Marks

BECH141 - INTRODUCTION TO THE PHILOSOPHY OF ECONOMICS (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description

Economics and philosophy overlap in three major areas. These are the ontology and epistemology of Economics, rationality, and welfare and justice. The course first touches upon the fundamental ontological questions such as, what is Economics, what is utility, and how do economists measure it.  Does evidence of widespread `irrationality’ from behavioural economics undermine standard microeconomic theory?  It then discusses the epistemological problems such as if economic models are literally false representations of reality, how can they aid understanding or action.  Finally the course also introduces students to the questions about welfare, justice, liberty and rights, at least insofar as these are connected to features of economic institutions, processes, or outcomes.

Course Objectives

The objectives of offering this course are:

  • to provide students a philosophical platform for carrying out discussions on economic theories and models.
  • to introduce students to the rational-choice theory.
  • to create a firm grounding in the philosophical nature of the fundamental debates in economic methodology.
  • to outline the fundamental questions concerning ethics of economic policy decisions and to develop the students’ abilities to present and to criticize arguments both in discussion and in writing.

Learning Outcome

At the end of the course, a student will be able to:

  • explain the philosophical foundation of economics.
  • incorporate the results of economic analysis in the philosophical interpretation of social phenomena.
  • infer the insights of philosophers have contributed to the development of elements of economics.

Unit-1
Teaching Hours:6
Introduction
 

Ontology of Economics: Individual and Collective Rationality, Bounded Rationality; The assumption of Ceteris Paribus, Friedman and defence of unrealistic assumption.

Unit-2
Teaching Hours:12
Six central methodological problems
 

Positivism vs Normativism; Reasons vs Causes; Social Scientific Naturalism; Abstraction and Idealisation in Economics; Economic Causation; Structure and Strategy of Economics: Paradigms.

Unit-3
Teaching Hours:18
Influential Approaches to Economic Methodology
 

Scientific Realism; Thomas Kuhn’s scientific revolutions and paradigm shift; Karl Popper’s falsificationism; Putnam’s critique of Positivism; Fraassen’s Constructive empiricism.

Unit-4
Teaching Hours:9
Economics and Ethics
 

Welfare; efficiency; individualism; utilitarianism; libertarianism; Egalitarianism and economic justice.

Text Books And Reference Books:

Blaug, M. (1992). The Methodology of Economics: Or, How Economists Explain, Cambridge: Cambridge University Press,
Hausman, D. M. (ed.) (2008).The Philosophy of Economics: An Anthology, 3rd ed. Cambridge: Cambridge University Press.
Reiss, J., (2013).The Philosophy of Economics: A Contemporary Introduction, London: Routledge.
Ross, D. (2016). Philosophy of Economics, London: Palgrave Macmillan.

Essential Reading / Recommended Reading

Friedman, M., (1953). The Methodology of Positive Economics, Essays in Positive Economics, Chicago: University of Chicago Press, pp. 3–43.
Friedman, M. (1999). Reconsidering Logical Positivism. Cambridge: Cambridge University Press.
Hausman, D M., Philosophy of Economics, The Stanford Encyclopaedia of Philosophy retrieved from<https://plato.stanford.edu/entries/economics/#RealEconMeth>
Kuhn, T. S. (1962). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.
Popper, K. (1963). Science: Conjectures and Refutations, in Conjectures and Refutations. London: Routledge and Kegan Paul, pp. 33-58.
Sen, A. (1990). Justice: Means versus Freedoms, Philosophy & Public Affairs, 19(2), pp. 111-121.

Evaluation Pattern

The evaluation of the course is by submission. There will be four submissions as per the following suggested pattern.

 

Evaluation Pattern

CIA1

CIA2

CIA3

CIA 4

Attendance

Weightage

20

25

20

30

05

 

BECH191A - INSTITUTIONS AND INFORMAL ECONOMY (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description: 

The primary aim of this course is to introduce students to the concept of institutions and the informal economy in a global context. The discourse examines the informal economy through the lens of institutional economics. The aim is to acquaint students with significant discourses and issues in policy design and intervention.  

Course Objectives: 

The course aims to help students to: 

  • outline the concept of institutions and institutional change through some of the major  theoretical constructs in institutional economics; 
  • summarize and illustrate the various mechanisms of the informal economy  connecting the theoretical concept to issues of measurement; 
  • examine the linkages of formal and informal economy; 
  • train students to hone their writing and presentation skills to effectively discuss these complex ideas.

Learning Outcome

Course Learning Outcomes: 

At the end of the course, the student will be able to: 

  • illustrate the major concepts and explain some of the theoretical discourses in the  study of institutional change and the informal economy;
  • examine how the formal and informal economies are no longer separate watertight  compartments but function together as an interactive system; 
  • apply these complex ideas of property rights and transaction costs to their own research 
  • demonstrate their research findings through written and oral presentation.

Unit-1
Teaching Hours:10
Institutions and Institutional Change
 

Institutions, Economic Theory and Economic Performance; Informal Constraints; Formal Constraints; The Path of Institutional Change

Unit-2
Teaching Hours:12
Elements of Institutional Economics
 

Contracts and Property Rights: the Concepts of Exchange and Property, Critique of the Utilitarian Calculus; Transaction Costs, Bargaining Power; Markets as Institutions; Firms and Markets

Unit-3
Teaching Hours:10
Informality: Concepts, Theory and Measurement
 

Bureaucratic Form and the Informal Economy; Formal and Informal Enterprises: Concepts, Definition, and Measurement Issues; Linking the Formal and Informal Economy.

Unit-4
Teaching Hours:13
Empirical Studies in Institutional Change and Informality
 

CASE STUDIES: The Impact of Regulation on Growth and Informality: Cross-Country Evidence; Blocking Human Potential: How Formal Policies Block the Economy in the Maputo Corridor; Enforcement and Compliance in Lima’s Street Markets: The Origins and Consequences of Policy Incoherence towards Informal Traders

Text Books And Reference Books:

Alston, L. J., Eggertsson, T., & North, D. C. (Eds.). (1996). Empirical Studies in Institutional Change. Cambridge: Cambridge University Press.
Guha-Khasnobis, B., Kanbur, R., & Ostrom, E. (Eds.). (2006). Linking the Formal and Informal Economy: Concepts and Policies. Oxford: Oxford University Press.
Misztal, B. (2002). Informality: Social Theory and Contemporary Practice. Routledge.
North, D. (1990). Institutions, Economic Theory and Economic Performance. in Institutions, Institutional Change and Economic Performance. New York: Cambridge University Press.

Essential Reading / Recommended Reading

Arias, O., Fajnzylber, P., Maloney, W., Mason, A., Perry, G., & Saavedra - Chanduvi, J.  (2007). Informality: Exit and Exclusion. Washington: The World Bank. 
Harriss, J. (2008). Explaining economic change: The relations of Institutions, Politics and  Culture. The Institutions of the Market: Organizations, Social Systems, and Governance,  309-327. New York: Oxford University Press 
Mehta, P. B., & Kapur, D. (2005). Public Institutions in India: Performance and Design. Nayyar, D. (Ed.). (2002). Governing Globalization: Issues and Institutions. Oxford University  Press on Demand. 
Oviedo, A. M. (2009). Economic Informality: Causes, Costs, and Policies in A Literature Survey of International Experience. Background Paper prepared for Country Economic  Memorandum (CEM)–Informality: Causes, Consequences, Policies. 
Sengupta, A. (2007). Power Matters: Essays on Institutions, Politics, and Society in India.

Evaluation Pattern

 

Course title

MSE (Weight)

ESE (Weight)

Attendance

Institutions and Informal Economy

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

BECH191B - ECONOMICS OF CORRUPTION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/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.

This course will:

  • consider some of the seminal papers on the economics of corruption
  • acquaint students to significant debates about transparency, competition and privatization and its relevance to corruption
  • analyse corruption in emerging economies through various case studies
  • discuss issues from various perspectives, such as, viewing corruption as erosion of trust and abuse of power
  • train students to hone their writing and presentation skills to effectively discuss complex ideas.

Learning Outcome

By the end of the course, students will be able to:

  • appreciate that nuances in the way corruption is defined and understood in different economies
  • analyse the cause and  consequences of corruption
  • examine some of the policies reforms aimed at tackling corruption
  • investigate some impacts of corruption on emerging economies
  • effectively communicate complex ideas through written and oral presentation.

Unit-1
Teaching Hours:15
Corruption, Poor Governance and Institutional Structure
 

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.

Unit-2
Teaching Hours:15
Corruption and the Private Sector
 

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.

Unit-3
Teaching Hours:15
Tackling Corruption
 

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

Text Books And Reference Books:

Auriol, E., & Straub, S. (2011). Privatization of Rent-generating Industries and Corruption. In S. Rose-Ackerman & T. Søreide, (Eds.). International Handbook on the Economics of Corruption, (Vol. 2). Cheltenham: Edward Elgar Pub.

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.

Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25.

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.

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 Private Sector.Economics and Law, 6(1), 345-360.

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

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.

Essential Reading / Recommended Reading

Cartier-Bresson, J. (2000). Economics of corruption. Organisation for Economic Cooperation and Development. The OECD Observer, (220), 25.
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.

Evaluation Pattern

Course title

MSE (Weight)

ESE (Weight)

Attendance

The Economics of Corruption

45%

50%

5%

Mid Semester Examination

Group/Individual Assignment

45 Marks

End Semester Examination

Group/Individual Assignment

50 Marks

 

BENG121 - ENGLISH LANGUAGE AND COMPOSITION-I (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

English Language and Composition 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 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 purpose of the course is to enable students to read analytically, formulate arguments based on the readings, and respond by composing articulate essays that utilize advanced elements of sentence structure, syntax, style, purpose, and tone. Thus, by the use of rhetorical principles, students will learn how to become critical thinkers, and apply that knowledge to their writing by revising and improving their essays, as well as critiquing and editing peer essays. In addition, students will be required to thoroughly research relevant topics, synthesize information from a variety of sources, and document their knowledge in a cogent well written report. Also, as 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. While the first semester focuses on understanding principles of rhetoric through multiple texts, the second semester is more thematic in nature familiarizing students with texts from multiple disciplines, especially in the context of India.

Learning Outcome

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

       Analyse and interpret samples of good writing by identifying and explaining an author’s use of rhetorical strategies and techniques

        Analyze both visual and written texts.

        Apply effective strategies and techniques in their own writing

        Create and sustain arguments based on reading, research, and/or personal experience.

       Demonstrate understanding and mastery of English Language as well as stylistic maturity in their own writings

       Produce expository, analytical, and argumentative compositions that introduce a complex central idea and develop it with appropriate evidence drawn from primary and/or secondary source material, cogent explanations, and clear transitions;

       Move effectively through the stages of the writing process with careful attention to inquiry and research, drafting, revising, editing, and review;

       Write thoughtfully about their own process of composition.

         Revise a work to make it suitable for a different audience

 

       Communicate effectively in different medium by developing their LSRW skills

Unit-1
Teaching Hours:10
Language of Composition
 

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 while analysing and composing a text.

1.      Introduction to Rhetoric and Rhetorical Situation.

a.      Lou Gehrig’s Farewell 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.      Letter to Einstein and Reply. http://www.lettersofnote.com/2012/05/dear-einstein-do-scientists-pray.html

b.      George W. Bush 9/11 speech http://www.americanrhetoric.com/speeches/gwbush911addresstothenation.htm

c.       Tryst with Destiny by Jawaharlal Nehru

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 an 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.

  1. Ethos
    1.  
    2. King George VI King’s Speech (Can play part of the movie
    3. https://www.awesomestories.com/asset/view/George-VI-King-s-Speech-September-3-1939
    4. The Myth of Latin Women: I Just met a Girl Named Maria https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman
    5. Quit India Speech by Gandhi
  2.  Logos
    1. SlowFood Nation by Alice Watershttps://www.thenation.com/article/slow-food-nation/
    2.  My Vision For India by Abdul Kalam.
  3. Pathos

a. Richard Nixon, from The Checkers Speech http://watergate.info/1952/09/23/nixon-checkers-speech.html

b. Dwight D. Eisenhower, Order of the Day

https://www.whatsoproudlywehail.org/curriculum/the-american-calendar/order-of-the-day-6-june-1944

c .Bal Gangadhar Tilak http://speakola.com/political/bal-gangadhar-tilak-freedom-is-my-birthright-1917

  1. Combining Ethos, Logos, and Pathos

a.      Toni Morrison, Dear Senator Obama http://observer.com/2008/01/toni-morrisons-letter-to-barack-obama/

 

b.      Crisis of Civilization by Rabindranath Tagore

Unit-2
Teaching Hours:10
Reading Written Texts
 

Focus of the unit would be to introduce multiple ways of analysis, close reading, and usage of argumentative statements and diction. 

 

1.      Ralph Ellison, from On Bird, Bird-Watching and Jazz http://www.unz.org/Pub/SaturdayRev-1962jul28-00047

2.       Virginia Woolf, The Death of the Moth

3.       Groucho Marx, Dear Warner Brotherhttps://archive.org/details/Groucho_Marx_Letter_to_Warner_Brothers

 

4.      Christopher Morley, On Lazinesshttp://essays.quotidiana.org/morley/laziness/

Unit-3
Teaching Hours:10
Reading Visual Texts
 

The unit will focus on how to read visual text and the impact it has on the audience.

1.      ACLU, The Man on the Left(advertisement)

2.      Tom Toles, Rosa Parks (cartoon) http://thenexthurrah.typepad.com/the_next_hurrah/2005/10/rosa_parks.html

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

4.      https://www.tatacliq.com/que/isro-launch-breaks-record-memes/ ISRO Launch (Times)

 

5.      Analysing Advertisements ( Fair and Lovely,…) , gender stereotypes in ads.

Unit-4
Teaching Hours:5
Determining Effective and Ineffective Rhetoric
 

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.

1.      PETA, Feeding Kids Meat Is Child Abuse (advertisement) 25

2.      Anne Applebaum, If the Japanese Can’t Build a Safe Reactor,Who Can? 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.      Stop for Pedestrians (advertisement)

4.      The Times, Man Takes First Steps on the Moon

5.      William Safire, In Event of Moon Disaster http://mentalfloss.com/article/57908/event-moon-disaster-white-house-speech-worst-case-scenario

6.      Herblock, Transported (cartoon)

 

7.      Ted Talk: Speak Like a Leader https://www.youtube.com/watch?v=bGBamfWasNQ

Unit-5
Teaching Hours:10
From Reading to Writing
 

By carefully reading the viewpoints of others and considering a range of ideas on an issue, one develops a clearer understanding of our own beliefs — a necessary foundation to writing effective arguments. The unit will focus on analysing elements of argument as a means of critical thinking and an essential step toward crafting argumentative essays. The unit will focus on making an argument and supporting it by synthesising multiple sources. 

1.      Understanding Argument https://csalexander03.wordpress.com/2012/12/04/why-investing-in-fast-food-may-be-a-good-thing-by-amy-domini/

2.      http://www.nytimes.com/2004/07/11/opinion/felons-and-the-right-to-vote.html

3.      Using Visual text for Argument https://www.youtube.com/watch?v=mjjV_X5re4g

4.      Using sources to inform an Argument

5.    Using Sources to Appeal to Audience.

Text Books And Reference Books:

The compilation will be shared with the class. 

 

Essential Reading / Recommended Reading

Kubota, R., & Lehner, A. (2004). Toward critical contrastive rhetoric. Journal of second language Writing, 13(1), 7-27.

Mohr, K. A., & Mohr, E. S. (2017). Understanding Generation Z students to promote a contemporary learning environment. Journal on Empowering Teaching Excellence, 1(1), 84-94.

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

Evaluation Pattern

Teachers would take to class some of the selected texts from each unit for discussion. Few texts can be used to test students for CIA 1 and 3. This is to be decided at the meetings beginning in the semester.2. In order to access the prescribed texts for the course an online repository would be shared with the students. 3. A Journal to be maintained as part of the course, which learners will submit at the end of the course as End semester submission. 

BENG191A - READING TECHNOLOGY IN/AND SCIENCE FICTION (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

This common core course aims to provide a basic introduction to understanding discourses of science and technology as represented in select science fiction. The course will help students understand some of the basic questions about the human condition that are raised, debated and negotiated in and through the representative fiction. 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 human condition may choose this course.

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.

Learning Outcome

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

       Make clear and well-informed points about understanding science fiction as a reflection of the human condition today

       Recognise the issues and debates raised as being interdisciplinary in nature, and hence engage with the form at a more critical level

       Read and appreciate the literary aspects of science fiction.

        Reflect on the implications of science fiction in the contemporary times and show it in their writings.

       Debate about various issues related to the portrayal of humanity in science fictions.

       Provide an inter-disciplinary perspective towards analysing science fiction.

Unit-1
Teaching Hours:5
Introduction
 

This unit will provide students a basic overview of science fiction through some critical and conceptual lens. The New Critical Idiom Series, Science Fiction, would be used here to introduce aspects of SF to students. Locating the interdisciplinarity of the domain would be central in this module. Reference material would be handed out by the course instructor.

Unit-2
Teaching Hours:15
Negotiating ?Reason?
 

This unit will raise crucial debates in and around questions of ‘science’ and ‘reason’. The unit will also help students recognize the importance of raising these questions from various disciplinary points of view, an important one being philosophy.

       Isaac Asimov short story “Reason”

       Select Episodes of the series Stranger Things

       The Matrix

Unit-3
Teaching Hours:15
SF and technology
 

This unit will engage with how technology becomes a crucial part of negotiating 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 is gender and sexuality framed within discourses of SF? How does SF address the anxieties of technology and future would be some of the questions engaged with here. Any one of the following novels may be taken up for discussion along with the viewing suggestion given below.

       Aldous Huxley Brave New World

       William Gibson, Neuromancer

       Margaret Atwood, Oryx and Crake

       “Hated in the Nation” from Black Mirror Season 3

Unit-4
Teaching Hours:10
Indian Science Fiction
 

This unit will engage with the science fiction in the Indian context. One of the main points of discussion would be to understand how Indian SF writers 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 and culturally.

       Vandana Singh “Delhi”

       Sumit Basu Turbulence

Text Books And Reference Books:

Compilation

Essential Reading / Recommended Reading

Bell, David and Barbara M. Kennedy. Eds. The Cybercultures Reader. Routledge, 2000. (Excerpts)

Carey, Peter. What is Post-humanism? Minneapolis, University of Minnesota Press, 2010.

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

Evaluation Pattern

 This course is an instructor-based assessment design. A total of 95 marks will be distributed across various tasks. 5 marks will be collected through attendance. The outline of the assessment will be provided by the course instructor in the student course plans.

BENG191B - GLOBAL ETHICS FOR CONTEMPORARY SOCIETIES (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:  

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 one thics is often an added advantage for students as it helps them shape a socially awre perspective of the social reality. 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’.  

Learning Objectives: On completing the course, students will be able to:  

● Open-mindedly consider different viewpoints in moral controversies. ● Identify the strengths and weaknesses of different philosophical and popular arguments on the various topics. ● Demonstrate understanding of the major moral philosophical approaches and techniques in moral reasoning. ● Formulate and critically assess personal positions/convictions.  

Learning Outcome

At the completion of this course, the students would be able to:

  • Analyse various ethical dilemmas present in the society and efficiently present it in form of classroom debates and discussions.
  • Demonstrate a clear understanding of various school of thoughts in the domain of ethics through their assignments.
  • Appraise their views on various aspects of ethics and present it with clarity through multiple engagements in the classroom.

Unit-1
Teaching Hours:5
Introduction
 

Global Ethics: Conceptual Definitions, Historical Origins & Present Challenges Introduction to the course Ethics, Morals and Values Cultural Relativism vs Universalism (case study) 

Unit-2
Teaching Hours:10
Ethical Theories
 

Rationalist Ethical Theories Contractualist ethics Deontological Ethics Utilitarian Ethics Discourse ethics, Alternatives to Ethical Rationalism Virtue Ethics Feminist & Care Ethics Postmodernist Ethics 

Unit-3
Teaching Hours:10
Applying Ethical Theories
 

Ethics of International Aid and Development: Humanitarian Aid in Conflict Zones Global Distributive Justice and Global Poverty: Models for International Economic Justice Ethics of War: Torture in Abu Ghraib (Case Study)  

Unit-4
Teaching Hours:10
Ethics of Making and Sustaining Peace
 

Rohingya Issues: Are humanitarian interventions justified? The case study of Myanmar/Burma Global Environmental and Climate Ethics: Trade Agreements and Global Environmental Ethics Global Business Ethics and Arms Trade: The Ethics of Capitalism (Film Inside Job) 

Unit-5
Teaching Hours:10
Ethics of International Law
 

Natural Resources Extraction from the Kimberley process towards universal legislation (Movie: Blood Diamond),  Global Journalism Ethics, Digital Media Ethics and Whistleblowing Practices: Snowden and Whistleblowing Ethical Implications of Emerging Technologies: Genetics, stem cell and embryo research: Embryo research and women’s rights 

Text Books And Reference Books:

Hutchings, K. (2010) Global Ethics. An Introduction, Polity: Cambridge  

 

Essential Reading / Recommended Reading

Copp, D. (ed.) The Oxford Handbook of Ethical Theory, Oxford: OUP 

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

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

Evaluation Pattern

Evaluation Pattern

Total

CIA (Weight)

ESE (Weight)

Attendance

100

45%

50%

5%

 

Mid Semester Examination

Group/Individual Assignment

45 Marks

 

End Semester Examination

Group/Individual Assignment

50 Marks

 

BHIS191A - ENCOUNTERING HISTORIES: THE FUTURE OF THE PAST (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

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.

Course Objectives:

  • To familiarize the students with foundational concepts in history and historical enquiry such as fact, fiction, truth, narrative, memory, conservationism and counterfactuals.
  • To identify and make students aware of the importance of historical awareness to arrive at independent and informed opinion and contribute meaningfully in local and global affairs and debates.
  • To equip students with an understanding of ‘history’ and the characteristics of ‘the past’ in present day society.
  • To help develop proficiency in research, analysis and writing; and to encourage wide, independent, selective reading on historical subject matter to foster a sustained, reasoned, well focused argument, based on a broad selection of evidence.
  • To identify arguments in historical works in order to be able to critique evidence used in support of the arguments.
  • To interpret varied sources and place them within their proper historical context to integrate secondary sources into their own original narratives and distinguish between different kinds of history.

 

 

 

Learning Outcome

 

  • Students will discover how and why historians debate issues of evidence and interpretation and learn to distinguish between various schools or styles of academic history.
  • Students will learn to critically engage with representations of the past in the present to enable them to analyze and use evidence in interrogating historical accounts.
  • Students will be able to critically reflect and engage with the interface between the past and the present, fostering a healthy appreciation for history and its imprint on our present world.
  • Students will understand how historical narratives are shaped by states, organizations, and individuals. 
  • Students will better analyze the interaction between history and politics when following the news and in examining historical cases.
  • Students will appreciate how issues of identity and memory factor into our historical understandings and how this can condition present day policies and decision-making.

 

 

 

 

 

Unit-1
Teaching Hours:10
The Many Pasts
 

a)     Doing History - The Place of the Past.

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

 

 

Unit-2
Teaching Hours:15
The Use and Abuse of History
 

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 Janmbhoomi issue, Dwarka, Kapilavastu.

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

Unit-3
Teaching Hours:10
Locating Sources: The Historian's Voice
 

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.

Unit-4
Teaching Hours:10
Memory, Commemoration, and Silence
 

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.

Text Books And Reference Books:

·    Davis, Natalie Z. 1981. The Possibilities of the Past, Journal of Interdisciplinary History, Vol. 12, No.2, The New History: 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.

Essential Reading / Recommended Reading

·      Banerjee, Sumanta, 2003. Ayodhya: A future bound by the past, Economic and Political Weekly, Vol. 38, No. 27, pp. 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

Evaluation Pattern

CIA - Evaluation Pattern

Assignment 1

Assignment 2

Total

20

20

40

 

Mid Semester Examination

Submission

Presentation

Total

30

20

50

 

End Semester Examination

Submission

Presentation

Total

30

20

50

 

BHIS191B - THE HISTORY OF URBAN SPACE AND EVOLUTION OF CITY FORMS (2021 Batch)

Total Teaching Hours for Semester:45
No of Lecture Hours/Week:3
Max Marks:100
Credits:3

Course Objectives/Course Description

 

Course Description:

A focus on urban history offers fertile territory for a variety of topics. The development and inhabitation of cities has been an important feature in Cartesian and human landscapes for thousands of years. Regardless of time and place, cities have always brought together people and the products of their labor together in relatively limited spaces. Cities have thus been incubators for experiments in social organization, policy-making, planning, environmental modification, and economic innovation. Consequently, cities are dynamic and vital centers, which inform and are shaped by human experience. Studying how cities and their inhabitants change over time—whether on a long or short horizon or on a global, national, regional, or local scale—offers an informative framework within which to consider broader historical questions, such as the relationship between people, place, work, culture, and politics. Studying cities, moreover, offers students a great opportunity to engage in comparative historical study and to work with a variety of available technologies for studying cities.

Course Objectives:

                    To deploy multiple analytical approaches to urban space, its organization, and inhabitation in order to analyze and situation urban development as a historical process that takes place within a broader historical context

                    To illustrate multiple approaches to understanding changes in economic, political, and social formations in cities over time, as an important element in developing historical knowledge

                    To acquaint the students how political development in historical context affected the rise and demise of urban centres

  • To acquaint the student how modern notions of urban development emerged and the various trends of the modern urban development 

Learning Outcome

Course Outcomes:

At the end of the course the students will 

                   Identify and deploy various approaches to comparatively analyzing cities, using critical thinking to analyze urban space and urban life from multiple perspectives

                   Recognise and engage with the role of cities, suburbs, and urbanization in historical narratives

                   Demonstrate an ability to negotiate with ideas of immigration, migration, and economic and technological change, and how they have shaped cities through history

  • Reflect and analyse on the relationship of the built environment of cities with the natural environments surrounding them

Unit-1
Teaching Hours:10
What is Urban History?
 

Level of Knowledge: Conceptual

a)                  What is Urban History? Urbanism as an Interdisciplinary Project- Urbanism and Comparative Method

b)                 Historiography of Urbanism-  Modern Studies of Urbanism: Henri Pirenne and Max Weber- Study of Urbanism in the USA

c)                   Urbanism and Modernity

d)     Urban Histories and the ‘Cultural Turn

Unit-2
Teaching Hours:15
Approaches to the study of Ancient and Medieval urban centres
 

Level of Knowledge: Analytical

a)                  The Harappan Cities-Between the Harappan and the Early Historic: An Absence of Cities?  The Early Historic Cities-Early Historic Cities in Texts-Understanding Early Historic Urbanisation

b)                 Idea of Medieval Cities of Europe- the spread of urbanism and emergence of town planning- urban revival in western Europe

c)                  Perceptions on Medieval Indian Cities-Commercially and Politically Charged Urbanism- Urbanism and Sufi and Bhakti Spaces-Poliscracy- Portuguese Cities: Polisgarchic-‘City-States Of Medieval India

Unit-3
Teaching Hours:10
Colonial Cities
 

Level of Knowledge: Conceptual

a)                  Dependent Urbanisation and New Urban Forms in Colonial India-City Planning in India under British Rule-Race, Class and Ethnicity in the Colonial City

b)                 Modernity and the City in Colonial India-The City as the Site of Spectacles-The City as the Site of Movements

c)   Case Study of Colonial Cities:Calcutta, Bombay, Madras, Delhi

Unit-4
Teaching Hours:10
Themes on Modern Cities
 

 Level of Knowledge: Analytical

 

a)                  Space and Urban Theory- Materialities-Knowledge

 

b)                 Science, Planning and Expertise- Connections and Flows of modern cities

 

c)  Emerging concepts- Global City, Inclusive City, Liveable City, Safe City, Future City – Impact of new town movement on post-independent Indian city planning -beginning of modern town planning in India

Text Books And Reference Books:

                   Adams R. McC., (1966) The Evolution of Urban Society: Early Mesopotamia and PrehispanicMexico (Chicago: Aldine).

                   Basant, P. K., (2012) The City and the Country in Early India: A Study of Malwa (Delhi: Primus Books).

                   Ballhatchet, Kenneth, (1980) Race, Sex, andClass under theRaj:ImperialAttitudes and Policies and Their Critics, 1793-1905 ( London: Weidenfeld and Nicolson, 1980).

                   Chandavarkar, Rajnarayan, (2009) History, Culture and the Indian City (Delhi: Cambridge UniversityPress).

                   Bayly, C. A., (1992) Rulers, Townsmen and Bazaars: North Indian Society in the Age of British Expansion, 1770-1870 (Delhi: Oxford University Press).

                   Banga Indu (ed.), (1991) City in Indian History: Urban demography, Society and Politics (Delhi: Manohar).

                   Chattopadhyaya,B., (2003) ‘The City in Early India: Perspectives from Texts’, in B. Chattopadhyaya, Studying Early India: Archaeology, Texts, and Historical Issues (Delhi: Permanent Black), pp. 105-34.

                   Edward Soja (2000): Postmetropolis, Critical Studies of cities and Regions, Blackwell Publisher Ltd. 17.

                   Fischer, Claude S. 1975 Towards a subcultural theory of urbanism, Reprinted in J.J. Macionis and N. Benokraitis (ed.) 1989 Seeing Ourselves (pp 367-373).

                   Frykenberg, R.E., (1986) Delhi Through Ages: Selected Essays in Urban History, Culture and Society (New Delhi: Oxford University Press)

                   G. P. Chapman, A.K. Dutt and R.W. Bradnock (ed.) (1999): Urban growth & Development in Asia, Vol.2: Living in the Cities, Ashgate Publishing Ltd.

                   Marshall, P.J., (2000),The White Town ofCalcutta under the Rule of the East India Company‟, Modern Asian Studies, Vol. 34, No. 2 (May), pp. 307-331.

                   Prentice Hall, Englewood Cliffs, New Jersey. Hayden, Dolores, (1996) The Power of Place: Urban Landscapes as Public History (Cambridge, MA: MIT Press).

                   Pirenne, Henri, (1969) Medieval Cities: Their Origins and the Revival of Trade (Princeton: Princeton University Press).

                   Shane, Ewen, (2016) What is Urban History? (Cambridge: Polity Press). Southall, Aidan, (1998) The City in Time and Space (Cambridge: Cambridge University Press).

  • Trigger, B., (1972) ‘Determinants of Urban Growth in Pre-industrial Societies’ in Ucko, Ucko, P.J., Tringham R. and Dimbleby, G.W. (eds.) Man, Settlement and Urbanism (London: Duckworth Publishers).
Essential Reading / Recommended Reading

                   Braudel, Fernand, (1989) The Identity of France (London: Fontana Press).

                   Blake, Stephen, (1993) Shahjahanabad: The Sovereign City in Mughal India, 1639- 1739 (New Delhi: Cambridge University Press).

                   Braudel, Fernand (1973) Capitalism and Material Life, 1400-1800, tran. by Miriam Kochan (New York: Harper & Row).

                   Cohen, R., (1979) ‘State Origins: A Reappraisal’ in Claessen, H.J.M. and Peter Skalnik (eds.) The Early State (Hague: Mouton).

                   Champakalakshmi, R., (1996) Trade, Ideology and Urbanisation: South India, 300 BC and 1300 AD (Delhi: Oxford University Press).

                   Finley, M., (1977) ‘The ancient city: from Fustel de Coulanges to Max Weber and Beyond’ Comparative Studies in Society and History, Vol. 19.

                   Jacobsen T, Adams RMcC., (1958) ‘Salt and silt in ancient Mesopotamian agriculture’, Science, Vol. 128, pp. 1251-58. Fried, Morton, (1967) The Evolution of Political Society (New York: Random House).

                   Harvey, David, (1985) The Urbanisation of Capital : Studies in the History and Theory of Capitalist Urbanization (Baltimore: John Hopkins University Press).

                   Heitzman,James, (2008) TheCity in SouthAsia (London and NewYork: Routledge).

                   Kenoyer, J. M., (1998) Ancient Cities of the IndusValley Civilization (Karachi: Oxford University Press). Kenoyer, J. M. and K. Heuston, (2005) The Ancient South Asian World (Oxford: University Press).

                   Latham A, et.al. (2009): Key Concepts in Urban Geography, Sage, Los Angeles, London, New Delhi, Singapore, Washington.

                   Martindale, D., (1958) ‘The Theory of the City’ in Weber, Max, The City, Translated and edited by Martindale (New York: Don and Neuwirth, G. Free Press).

                   Mumford, L., (1961) The City in History (New York: Harcourt, Brace and World). Orans, Martin, (1966) ‘Surplus’, Human Organization, Vol. 25, pp. 24-32

                   Nightingale, CarlH., (2008) „Before Race Mattered: Geographies ofthe Color Line in Early Colonial Madras and New York‟, The American Historical Review, Vol. 113, No. 1 (February), pp. 48-71

                   Peers, Douglas M., (1998) „Privates offParade: Regimenting Sexuality in the NineteenthCentury Indian Empire‟, The International History Review, Vol. 20, No. 4 (December), pp. 823-854.