Foundations for Textbook Writing - Guidelines from Indian Knowledge Systems

 Foundations for Textbook Writing - 

Guidelines from Indian Knowledge Systems

Last week, I was at Sajjangad, a spiritual place associated with the life of Sadguru Shri Samarth Ramdas Swami, to participate in a camp for students in preparation for the Vidyavrata Samskara (Vidyavarata samskara is an educational samskara ritual practiced at Jnana Prabodhini to initiate virtues of studenthood).

As Sajjangad is a place with the Samadhi (final resting place) of Shri Samarth Ramdas Swami, the daily routine on the fort includes morning prayers, Abhishek and Puja, Maha Naivedya, Bhajans, and reading of the Shrimat Dasbodh written by Sant Ramdas. We used to participate as listeners in the reading of the Shrimat Dasbodh.

Dāsbodh, loosely meaning "advice to the disciple" in Marathi, is a 17th-century Bhakti (devotion) and Jnana (insight) spiritual text. The Dāsbodh provides readers with spiritual guidance on matters such as devotion and acquiring knowledge. Besides this, it also helps in answering queries related to day-to-day life and how to find solutions to them.

After the Dasbodh listening session, I was skimming through the book. The first verse is:

श्रोते पुसती कोण ग्रंथ

काय बोलिलें जी येथे

श्रवण केलियानें प्राप्त

काय आहे ।।१।।

The listener asks, what is this book,

and what is contained in it?

What does one gain from listening to it?”

The texts begins with

A basic question a reader should ask!

And / Or

 A basic question a writer should ask to oneself before writing a book!

When I referred to Chapter 1: Salutations and Praises and Subchapter 1: The Beginning of the Book, I came across many verses stating the principles of writing a book, a textbook! These principles are nothing but guidelines from the Indian Knowledge System (IKS) for textbook writing.

To explore what the Bharatiya tradition says about writing a book and understand the objectives and principles of book writing stated in the Indian tradition, I referred to a few more scriptures.

"Tattva Bodha," a primer by Sri Adi Shankaracharya answering questions to introduce the basic principles of Vedanta - the science of life.

"Tattva Bodha" begins with the shloka:

वासुदेवेन्द्रयोगीन्द्रं नत्वा ज्ञानप्रदम् गुरुम् |

मुमुक्षूणाम् हितार्थाय तत्वबोधोSभिधीयते ||

Here, the second line indicates who the seeker is, what the subject is, what the relationship between the learner and the subject to be known is, and the benefits of learning.

 We will find, many times, such questions are asked at the beginning of Bhartiya scriptures, and they clearly state guidelines and principles from the Indian Knowledge System (IKS) for textbook writing. 

1.    1. Anubandha Chatushtaya

In Bharatiya tradition, areas mentioning objectives of a book are called "Anubandha Chatushtaya," literally meaning four types of relations or four connections:

Principles of Anubandha Chatushtaya:

·       Adhikaari (Qualification):

Adhikaari refers to the intended audience or the qualified reader for the text. Different texts may have different levels of complexity and depth, and the qualifications of the reader are essential for fruitful understanding.

·       Prayojana (Purpose):

Prayojana addresses the question of why the text is studied. It explores the ultimate goal or purpose that the text aims to fulfill for the reader.

·       Vishaya (Subject Matter):

Vishaya deals with the content of the text, the specific teachings, or messages it imparts. It is essential to understand the subject matter and the teachings embedded in the text.

·       Sambandha (Connection):

Sambandha elucidates the relationship between Vishaya (subject matter) and Prayojana (purpose). It explains how the teachings in the text are connected to the ultimate goal or purpose. Understanding the connection ensures that the reader grasps the relevance and significance of the teachings in achieving the intended goal.

The Anubandha Chatushtaya serves as a guide for approaching and understanding traditional Indian texts.

By considering the qualifications of the reader, the purpose of the text, the subject matter, and the connection between them, the reader can engage in a more meaningful and insightful study of the scriptures, particularly in the context of Vedanta. 

Matching Anubandha Chatushtaya with Principles of textbook writing:

·       Adhikaari (Qualification) i.e., Adaptability to Diverse Learners:

                                                                     Aligns with the concept of understanding the target audience's background, abilities, cognitive development, and learning styles to tailor and adapt the materials for diverse learners.

·       Prayojana (Purpose) i.e., Clarity in Learning Objectives:

                                                                     Aligns with the modern educational principle of defining educational goals, learning objectives, ensuring that the purpose of the material aligns with educational goals.

·       Vishaya (Subject Matter) i.e., Structured and Organized Content:

                                                                     Reflects the importance of structuring and organizing content, ensuring clarity in presenting subject matter adhering to educational standards to facilitate effective learning.

·       Sambandha (Connection) i.e., Relevance and Application:

                                                                     Aligns with the modern educational approach of ensuring coherence and relevance in instructional materials, connecting content to real-world applications and desired learning outcomes.

                       The connection between subject matter and purpose in traditional texts aligns with the modern emphasis on relevance and application in educational materials.

          In Vedantasara, the objectives of the book, including the Anubandha Chatushtaya (fourfold prerequisites), are discussed in various verses, and they clearly state guidelines and principles from the Indian Knowledge System (IKS) for textbook writing.

 

2.    2. Principles from Nyaya  and Mimamsa :

             The study of Nyaya (logic) and Mimamsa (ritual exegesis) in Indian knowledge systems offers a methodological approach to understanding and interpreting texts, which can be valuable for textbook writing. 

                Key terms associated with this approach, such as Upakrama (Introduction) and Upasamhara (Conclusion), provide structure by outlining subject matter and summarizing key points. Additionally, Abhyaasa (Repetition) reinforces understanding, while Arthavaada (Eulogy) inspires and creates positive emotional connections. Phala (Result) explores outcomes, and Upapatti (Illustration) clarifies concepts through practical examples.

            Incorporating these principles in textbook writing can enhance clarity, reinforce key concepts, and provide relevant illustrations, facilitating effective learning and comprehension.

            These principles offer valuable guidance for designing activities and evaluation questions in textbooks. Incorporating them can enhance clarity, reinforce key concepts, and facilitate effective learning and comprehension, aligning with the goals of textbook writing.

3.    3. Swadhyay-Pravachanech, i.e., Learning methods in Indian scriptures:

                                Learning methods in Indian scriptures encompass various approaches, including Shravan (listening), Chintan (contemplation), Manan (reflection), and Nididhyasan (meditation), collectively known as Shravan-chintan-manan-nididhyasan. Swadhyaya (self-study) and Pravachan (teaching) are also emphasized, as seen in the Upanishads, where sages impart wisdom through discourses, and seekers engage in self-study to deepen their understanding.

                                The methods of learning mentioned in Indian scriptures offer valuable guiding principles for textbook designing by providing a holistic approach to knowledge acquisition. Incorporating these methods can enhance the effectiveness of textbooks by promoting comprehensive understanding.

As

Shravan, the practice of actively listening to teachings, suggests the importance of clear and engaging content delivery in textbooks.

Chintan encourages contemplation, indicating the need for thought-provoking questions and exercises that prompt critical thinking.

Manan underscores the value of reflection, suggesting the inclusion of reflective activities or prompts to solidify understanding.

Nididhyasan emphasizes sustained meditation and internalization, implying the importance of repetition and reinforcement of key concepts in textbooks.

Swadhyaya advocates for self-study, suggesting the inclusion of self-assessment tools or resources for independent exploration.

Pravachan highlights the significance of teaching and sharing knowledge, suggesting collaborative learning activities or opportunities for peer-to-peer interaction in textbooks.

                       By integrating these ancient methods into textbook design, educators can create comprehensive learning materials that foster deep understanding.

                        Extracting & Incorporating principles and guidelines from Indian Knowledge Systems into textbook writing and the development of teaching-learning materials can foster comprehensive understanding by emphasizing clear content delivery and incorporating reflective activities into the design of textbooks.

Prashant Divekar

Jnana Prabodhini, Pune