Indian Culture I
A.Y. 2022/2023
Learning objectives
The course means first of all to
- develop a solid and consolidated knowledge, both diachronic and synchronous, and a deep understanding of different aspects of Indian culture, traditions and habits;
- develop the understanding of the main features of the different, religious and social, communities Indian society is made of and divided in, also in order to learn how to properly and effectively interact with Indian people depending on their social and cultural profile;
- develop the ability to relate and interact properly with Indian people living both in India and abroad using different linguistic registers and communicative skills depending on the social and cultural features of the community the Indian speaker belong to;
- develop different ways of relating to people based on their social identity;
- develop the understanding of the social, political and cultural relationships among the different communities living in India;
- train the students to understand and decipher the Indian point of view on a number of subjects ruling everyday social life;
- train the students to detect the problems and the difficulties Indian people living abroad do usually experience. The course also is supposed to give the students the instruments both to understand the social and cultural experiences Indian immigrants have to go through in order to integrate into the new social and cultural scenario and to detect the main problems they usually face depending on their social and economic status and on their religious identity;
- the course is also supposed to develop the students's ability to explain to someone who is not aware of any features of Indian culture, society and traditions its main aspects and contents. The students at the end of the course should be aware of the cultural and historical meaning of Indian demeanors, behaviors, and automatic physical and mental patterns. They should also be able to increase their knowledge of Indian culture autonomously, orienting themmselves in the vast array of available studies and researches on Indian culture.
- develop a solid and consolidated knowledge, both diachronic and synchronous, and a deep understanding of different aspects of Indian culture, traditions and habits;
- develop the understanding of the main features of the different, religious and social, communities Indian society is made of and divided in, also in order to learn how to properly and effectively interact with Indian people depending on their social and cultural profile;
- develop the ability to relate and interact properly with Indian people living both in India and abroad using different linguistic registers and communicative skills depending on the social and cultural features of the community the Indian speaker belong to;
- develop different ways of relating to people based on their social identity;
- develop the understanding of the social, political and cultural relationships among the different communities living in India;
- train the students to understand and decipher the Indian point of view on a number of subjects ruling everyday social life;
- train the students to detect the problems and the difficulties Indian people living abroad do usually experience. The course also is supposed to give the students the instruments both to understand the social and cultural experiences Indian immigrants have to go through in order to integrate into the new social and cultural scenario and to detect the main problems they usually face depending on their social and economic status and on their religious identity;
- the course is also supposed to develop the students's ability to explain to someone who is not aware of any features of Indian culture, society and traditions its main aspects and contents. The students at the end of the course should be aware of the cultural and historical meaning of Indian demeanors, behaviors, and automatic physical and mental patterns. They should also be able to increase their knowledge of Indian culture autonomously, orienting themmselves in the vast array of available studies and researches on Indian culture.
Expected learning outcomes
After attending the course, students should be able to recognize the main theoretical positions emerging in the contemporary debate on the historiographical and anthropological representation of the development of Indian society. The course is also supposed to promote students' ability to critically deal with methodological problems and to use appropriate scientific terminology. Students are expected to become familiar with academic and specialist literature and the course means to promote students' autonomy in studying topics related to Indian culture.
Lesson period: Second semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
According to the evolution of the Covid-19's spread, it could be necessary to rely on online teaching. In that case lessons will be held in synchronous, using Teams; only in specific cases and duly communicated, the lessons will be held in asynchronous. The timetable of the lessons will remain unchanged and every needed information will be provided through the Ariel website of the course. Course materials and slide presentations will be uploaded regularly on the Ariel website.
In any case all the variations will be always fine-tuned to the University's official directions.
In any case all the variations will be always fine-tuned to the University's official directions.
Course syllabus
The course aims to introduce some aspects and declinations of the Indian tourism market and, specifically, with regard to inbound flows, cultural tourism and, in relation to domestic tourism, pilgrimage. Furthermore, in relation to the movements of Indian tourists within and outside the borders of their own country, we will analyze the influence exerted by the products of the Mumbai film industry in orienting their travel destinations. We will reflect, then, on the role of Bollywood in determining the content of so-called Cinetourism, while analyzing, at the same time, the chronology and modes of Bollywood representation of a number of European locations, settings and countries (including: Switzerland, Spain, Italy, England and France). The excellences of India's art-historical landscape will be analyzed in historical as well as artistic and cultural terms: thus, we will focus on the characteristics of Hindu temple architecture, explicating the form, function and historical development of the various components of the sacred building as well as the content, meaning and formal characteristics of its iconographic repertoire. In addition to the products of Hindu temple architecture, students will be introduced to the content of Indo-Muslim art and, in particular, to three of its most significant manifestations: the mausoleum, the mosque and the fort. The art-historical excursus will also include a brief examination of the oldest products of Buddhist architecture and iconography found in the country. The artistic analysis will be appropriately preceded by an introduction to the foundational concepts of Hindu philosophical-religious thought, the content and developmental stages of Indian Buddhism, and the doctrinal basis of Islam.
The lectures will alternate between theoretical explanations and the viewing and subsequent commentary and analysis of both portions of films, insofar as they pertain to the Bollywood film portion, and images and photographs of the monuments under consideration.
The lectures will alternate between theoretical explanations and the viewing and subsequent commentary and analysis of both portions of films, insofar as they pertain to the Bollywood film portion, and images and photographs of the monuments under consideration.
Prerequisites for admission
No previous knowledge of Indian history and Indian culture is required.
Teaching methods
Classroom-taught lesson, practical exercises and role-play. Conferences, lectures and seminars related to the course topic will be scheduled with invited speakers and scholars.
Teaching Resources
- Gavin Flood, An Introduction to Hinduism, Cambridge University Press, 1996.
- P. Williams, Buddhist Thought. A Complete Introduction to Indian Tradition, Routledge, 2000.
- Partha Mitter, Indian Art, Oxford University Press, 2001.
- Burton Stein, A History of India, Second Edition/edited by David Arnold, Wiley-Blackwell, 2010.
- Sangeeta Tripathi, Role of Bollywood Cinema in Promoting Tourism, Business and Intercultural Communication in Arab World: a Study with Oman, People: International Journal of Social Sciences, 3 (1), 2017, pp. 424-435.
- N. Mittal-G. Anjaneyaswamy, Film Induced Tourism: A Study in Indian Outbound Tourism, Atna, J Tour Stud, 8, 2, 2013, pp. 37-54.
- R. Bandyopadhyay, Nostalgia, Identity and Tourism: Bollywood in the Indian Diaspora, Journal of Tourism and Cultural Change, vol. 6, No. 2, 2008, pp. 79-100.
- U. Parikh-R. Katyayan, Tourism - the new character in Bollywood!, IOSR Journal of Humanities And Social Science, Vol. 23, No. 2, 2018, pp. 54-57.
- A. Nanjangud, Bollywod Tourism in Japan: Current Challenges, Potential Directions, International Journal of Contents Tourism, vol. 4, 2019, pp. 1-11.
- B.M. Josiam-D. Spears-K. Dutta-S.A. Pookulangara-T.L. Kinley, "Namastey London": Bollywood Movies and Their Impact on how Indians Perceive European Destinations, Hospitality Review, vol. 31, Iss. 4, 2014.
MOVIES:
- Zindagi Na Milegi Dobara, 2011
- Queen, 2013
- Dil Dhadakne Do, 2015
- Dil Chahta Hai, 2001
- Namastey London, 2007
- Housefull, 2010
- Bachna Ae Haseeno, 2008
- Cheeni Kum, 2007
- Kurbaan, 2009
- Salaam-E-Ishq, 2007
- P. Williams, Buddhist Thought. A Complete Introduction to Indian Tradition, Routledge, 2000.
- Partha Mitter, Indian Art, Oxford University Press, 2001.
- Burton Stein, A History of India, Second Edition/edited by David Arnold, Wiley-Blackwell, 2010.
- Sangeeta Tripathi, Role of Bollywood Cinema in Promoting Tourism, Business and Intercultural Communication in Arab World: a Study with Oman, People: International Journal of Social Sciences, 3 (1), 2017, pp. 424-435.
- N. Mittal-G. Anjaneyaswamy, Film Induced Tourism: A Study in Indian Outbound Tourism, Atna, J Tour Stud, 8, 2, 2013, pp. 37-54.
- R. Bandyopadhyay, Nostalgia, Identity and Tourism: Bollywood in the Indian Diaspora, Journal of Tourism and Cultural Change, vol. 6, No. 2, 2008, pp. 79-100.
- U. Parikh-R. Katyayan, Tourism - the new character in Bollywood!, IOSR Journal of Humanities And Social Science, Vol. 23, No. 2, 2018, pp. 54-57.
- A. Nanjangud, Bollywod Tourism in Japan: Current Challenges, Potential Directions, International Journal of Contents Tourism, vol. 4, 2019, pp. 1-11.
- B.M. Josiam-D. Spears-K. Dutta-S.A. Pookulangara-T.L. Kinley, "Namastey London": Bollywood Movies and Their Impact on how Indians Perceive European Destinations, Hospitality Review, vol. 31, Iss. 4, 2014.
MOVIES:
- Zindagi Na Milegi Dobara, 2011
- Queen, 2013
- Dil Dhadakne Do, 2015
- Dil Chahta Hai, 2001
- Namastey London, 2007
- Housefull, 2010
- Bachna Ae Haseeno, 2008
- Cheeni Kum, 2007
- Kurbaan, 2009
- Salaam-E-Ishq, 2007
Assessment methods and Criteria
The oral test the exam consists in means to verify the acquisition of both theoretical knowledge and skills in discussing and presenting effectively and properly the subjects the course revolves around. Grading, besides student's preparation, will also take into account her/his ability of analysis and synthesis, clarity in exposition, use of an appropriate terminology. An organic vision of the topics discussed in the course, the capacity for critical analysis and the use of a precise and appropriate language will be tested. The student's active participation in the lessons and activities organized within the course will be taken into consideration.
The student may write and discuss a short paper dealing with one of the subjects or contents analysed during the course. The student who wants to present and discuss an essay instead of the course bibliography should send the essay (minimun 10.000 characters) to professor Angelillo one week before the day of the exam. The assessment takes into consideration the strength of the preparation, the student's ability to critically deal with methodological poblems, the clarity and the ability to use appropriate scientific terminology.
Without the following formal characteristics the short paper will not be taken into consideration: quotations always accompanied by the bibliographic reference of the source;short final bibliography written accordingly to one of the bibliography models accepted in the academic publications.
The student may write and discuss a short paper dealing with one of the subjects or contents analysed during the course. The student who wants to present and discuss an essay instead of the course bibliography should send the essay (minimun 10.000 characters) to professor Angelillo one week before the day of the exam. The assessment takes into consideration the strength of the preparation, the student's ability to critically deal with methodological poblems, the clarity and the ability to use appropriate scientific terminology.
Without the following formal characteristics the short paper will not be taken into consideration: quotations always accompanied by the bibliographic reference of the source;short final bibliography written accordingly to one of the bibliography models accepted in the academic publications.
L-OR/19 - MODERN LANGUAGES AND LITERATURES OF THE INDIAN SUBCONTINENT - University credits: 9
Lessons: 60 hours
Professors:
Albanese Maria Ausilia, Angelillo Maria Del Carmelo
Professor(s)