Vol. XXVII ISSN: 0974-0473 No.

THE
COMMONWEALTH
REVIEW
A bi-annual international refereed literary journal

Jhumpa Lahiri •
• Eroding Colonialist Ideology
Kiran Desai •
• Meta.fiction to Metacinema
Arun Kolatkar •
• Digitization
Harinder Sikka .• English for Specific Purposes
John Fowles .• Blended Leaming
Online Education .. Emerging Technologies
Holistic Education ..New Education Policy
Book Reviews
Richa Dhawan's No, I Can't Make Round Rotis,
A Collection of Short Stories, with a focus on urban women

Special Issue
Blending Literature, Language and NEP

(1scsJ Indian Society for

Commonwealth Studies
 Vol. 27, No. 2 ISSN: 0974-0473

------------~
July 2023

The Commonwealth Review

An international refereed literary journal

Editors
Dr. R.K. Dhawan Dr. Suman Bala
Delhi University Delhi University

Editorial Advisory Board

C.R. Visweswara Rao

Howard Wolf
Former Vice-Chancellor
Professor, Department of English
Vikrama Simhapuri University
State University of New York
Nellore
Buffalo, U.S.A.
Christine Nicholls
Nishi Chawla
Professor, Department of English Flinders University
Maryland University, U.S.A. Adelaide, Australia

Seodial Frank H. Deena Jagdish Batra

Professor, Department of English Professor, Department of English
East Carolina University, U.S.A. O.P. Jindal Global Univ., Sonepat

Halimah Mohamed Ali Mani Meitei

School of Humanities Professor, Department of English
Universiti Sains, Malaysia Manipur University, Imphal

Christine Williams Sumita Puri

Director Dept of English
Sydney School of Arts and Hum. Dyal Singh Evening College
Sydney University of Delhi
Gillian Dooley Rajasekhar Pateti
University of Flinders Profes_sor, Department of English
Adelaide, Australia NagarJuna University, Guntur
Feroza Jussawalla Sharmani Patricia Gabriel
Pro_fess~r, Department of English Professor,
. . Department of Eng 1·IS h
University of New Mexico, USA U mvers1ty of Malaya, Malaysia
 promotion of Sanskrit Language
under Trilingual Policy: NEP 2020

D. PADMAJA and I.R. NANDINI

Govt. Degree College for Women (A), Hyderabad

H
uman beings are the only species on earth, who with
their incredible intelligence have ~reated a language for
effective communication, expression and a better under-
standing. Listening, Speaking, Reading and Writing are the inte-
gral skills of any language, which also are the primary tools of
expression. Other than expression of ideas, thoughts and feelings,
language plays a bigger role in understanding self and others, in
the social contexts. Language provides a better perception of the
world by providing the knowledge that is required to navigate one-
self through the maze of this world. Communication is very im-
portant in conveying our needs and what we expect from others.
Communication happens among all the living beings in one way
or the other. There is a particular language for each set of crea-
tures, though not verbally elaborate like humans, which stands ex-
clusive for that category in order to enable them for their survival
which formulates the basic instinct of secured living for them.
When survival came to humans th e coded expressions . •
present ill
other I'ivmg
· bemgs,
· have been given a definite form which is
called
. as language · But the quest10n
. anses . '
that when non-verbal
1s
f able to fulfil the category of survival
. for animals then where-
rom comes the need for a particular
• '
language for humans.
port~y~age wi th its ~aried forms provide humans with an op-
o express theu emot · . . 'th
refinement It . . . Ions In a vanety of ways and w1
· gives defmite express1on • 1n . validating the vague

..
 Pron,otion ofSanskrit Language under Trilingual Policy 185

forms of non-verbal expressions. With the increase in many forms

~f employability unlike the earlier professions, language becomes
inevitable in managing aII the interactions. It increases cognition
of more information, effective intended expression. It also enables
man in influencing others. It helps in better understanding of dif-
ferent cultural backgrounds, aids in easy identification of the com-
mon similarities among people. It also helps in problem solving
and reasoning ability, combined with ethical and moral values.
Hence th e language plays a vital role in holistic development of
people.
The process of learning language comes into play right from
the day a child was born, who communicates through non-verbal
means at first, and in the vernacular language further. Most of the
life skiIIs and awareness about the world is learnt through this ed-
ucation only. India has great system of.teaching through literature,
where the child learns through poems. Then verbal forms of lan-
guage including reading, writing and speaking are learnt at school-
ing stage. Hence some of the lessons learnt already are reinforced
through reading and writing in the primary schooling, which in-
stils the morals and ethics in the child. The student also under-
stands other subjects through the power of language.
There are many languages in India which have kindled and
enriched the human brain with innovative ideas for living a se-
cured life when compared to other beings in the world. But irony
is that only few languages have gained importance. And more over
the prevalence of English as the global language, has casted its
shadow over the vernacular languages particularly. They faced a
lot of negligence and Sanskrit particularly, which is at the grim of
extinction, because of many revolutionary consequences which
OCcurred globally, and also due to the impact of colonialization of
Ind" . . .
Ia In the hands of Britishers.
The system traditional method of guru shishya parampara
faced purposeful oppression of passing of the knowledge to the
Younger generation of India, with the intention of uprooting the

JI
186 Blending Literature, Language and NEP 2020

invaluable treasure from the roots. More than a century of oppres-

sion in various forms has proved to have a very drastic effect in
the system of education. The establishment of institutions with
English as the medium of instruction and changing the curriculum
of the subjects which reflected the ideology of the Britishers had
a devastating effect on the vernacular languages. No platform was
given to the scholars in vernacular languages in the form of em-
ployability which further escalated in forming an inferior attitude
towards those languages by the young generation. This resulted in
knowledge being constricted only with few enthusiastic lovers of
language. By this the young generation of the country is not aware
of the immense knowledge which is embedded in the vernacular
languages. They are not aware of the solutions which are provided
to all possible problems plaguing the humanity at present in the
form of literature. The enthusiastic students who study language
as the medium of instruction are not able to get the desirable jobs
which can showcase their knowledge leading to extinction of the
language and the knowledge embedded in prose and poetry forms
of that particular vernacular language.
A great initiative has been taken by National Education Policy
2020 to facilitate and regain the lost glory of the languages. NEP
has recommended trilingual concept, which enables the learner to
learn mother tongue along with their choice of other languages.
Under this new policy, the student continues his early education
in his mother tongue~ and then further expands it to learn two more
languages of his choice. This trilingual method not only enhances
the development of the vernacular languages but also strengthens
the roots of the student to connect with the language. This helps to
sustain some languages which are almost on the ·verge of extinc-
tion with lack of usage. Extinction of a language also determines
the loss of immense knowledge, that was stored in the form of lit-
erature also gets lost.
In the modern day, the significance of the classical languages
has been neglected. Especially Sanskrit, the Indian traditional
 . 11 0 r Sanskrit Language under Trilingual Policy 187
promotw - 'J

Janguage, which is enriched with. the vast

. treasure of knowledge
. oral and written forms, combined with culture and tradition has
10
been overlooked. Sanskrit Language of ancient India stands as the
treas Ure house of knowledge not only for literature, but also for
various other fields like Music, Medicine, Politics, Arts, Science,
Mathematics, Physics, Astronomy, Astrology, Geography, Com-
putational thinking, Culture, Tradition History etc. Recommenda-
tion of NEP for trilingual method of learning, Sanskrit should be
propagated which will bring in more exposure to the learners, en-
abling them to express more clearly through proper phonetics and
pronunciation. Through this skill the learner will be able to decode
the complexity of the language and understand the treasure of San-
skrit literature. Thus, the knowledge known will be brought into
application in daily life.
In Mundakopanishad it is said that the knowledge is divided
into Para and Apar_a Vidya. Para vidya which focusses on the un-
derstanding ,0f the higher consciousness or also called as Quantum
'
knowledge. The Apara vidya deals with the knowledge of the
worldly affairs, or logical reasoning. Both constitute the pillars of
education system in ancient India. Apara vidya consists of four
Vedas, Vedangas, Smritis, Upanishads, Epics and Puranas. The
four Vedas known as Rik Veda, Yajur Veda, Sama Veda, Atharva
Veda have an immense treasure of knowledge in the form of su-
tras. Basically, their objective is to do Yagna. This Yagna pro-
posed in Vedas, should be understood as any kind of work which
results in benefit of the universe. The action of performing yagna
by offering medicinal herbs to fire in an alter prepared particularly
nd
a reciting the Vedic hymns is believed to have global purifica-
tion of the environment and bestow the right path for the yagna
~arta (the one who performs) in fulfilling his desires. The activi-
ties associated with the performing of yagna, the different materi-
a~s needed and the remedies in case of any calamities are catego-
rized into branches of learning. These traditional disciplines which
are taught in the modern day are contextualized into different
 188 . Blending Literature, Language and NEP 2020

branches of subjects such as physics, chemistry, botany, zoology,

social sciences, geography, and mathematics in the present day.
These branches give a comprehensive knowledge which ulti-
mately used in the process of performing the Yagna.
The Sahitya of Sanskrit consisting of prose, poetry and drama
forms. Many important works like Siddhanta Siromani, which
promotes complex mathematical concepts. Naishadiya charitam
which give knowledge about alchemy, chemistry, botany, geogra-
phy and other art forms. Abhijnana Shakuntalam, Megha Sandes-
ham of Kalidasa gives deep knowledge about geography, astron-
omy, environmental changes and about the natural disasters,
botany and zoology. Shishupala Vadham of Magha, Arthashastra
of Kautilya gives knowledge about Political Science, Economy,
Finance and administration of the state. These are only few
glimpses, there is an enormous treasure of knowledge, which re-
mains largely unknown to the world.
The present system of education divided into various catego-
ries have been developed, with the objectives modified according
to the present context and to the requisition of the society. In the
process of teaching the subjects at the curriculum base has been
constricted focusing only on the aspects which . d
. give monetary an
physical benefits in present society unlike the ea 1· f d
. , r 1er way o e u-
cahon system _which was based on knowledge with morals. The
a::nce of ethical aspect associated with subjects is probably one
o t ;hreasons for_demoralization of values in present society.
e other maJor aspect Of S k .
of I d · kn ·s ans nt language are in the form
n ian owledge syst . .
which 01 ems consisti ng of Dharshana Shastra
b£ ve comprehensive knowI d b .
verse. Accord' e ge a out the existence of uni-
mg to Dharshanas Ast'1k d .
the existence of God ' a an Nastika who accept
are called asthikas a d d
god's existence are call d N . n oes not believe in
. ·
tive is, the one who b 1· e as astikas But th h I ,
. . e sc oars perspec-
e ieves lil Ved II
does not believe in V d as are ca ed Astikas and who
e as are called 'k
Sankhya, Yoga, Poorva M' nasti as. Nyaya, Vaisheshika
imamsa Utta M' '
' ra imamsa are six astika
 . .t Sanskrit Language under Trilingual Policy 189
,notton o1

frO Charvaka, Jaina, Bouddha are nastika dashanas. There

darshanasfi.
Other ie
Jds of learning like Vyakarna, Agriculture, Engineer-
are
. Astron
omy Chemistry, Shilpa shastra, Vaastu, Natya Sang-
' . . . . . '
1ng, hithya, Avadhaanam, Indian hohshc med1cme therapies in
eeta,
th formSa 0 f Ayurvedam, Yoga, and Meditation are found in San-
e. t. To have a glimpse of these shastras and imbedded
skJ'l
1cnowledge · h
present 1n . ·1 y requires
t em pnman . knowledge of the
sanskrit language.
Teaching of language if promoted at young age, by the time
the student comes to higher education he/she will have a fair
amount of knowledge, helps them to easily understand other sub-
jects. Moreover, the induction of Sanskrit language at higher edu-
cation may ignite a spark in some of the students, which may lead
to further research in interested areas using Sanskrit language as
tool to revive the lost knowledge. If the younger generation has
slightest exposure to the insights of Sanskrit language, that can stir
the curiosity of the learner to dwell into the subject for more dis-
coveries which are lying deep inside the palm leaves and other
resources. As we an know that the tradition of knowledge pre-
served through memorization of sutras in Sanskrit. Now that with
invention of inodern technology and usage of English language at
large, the vernacular languages are losing their shine. In fact, they
are the base of strong ethical values and the traditions which
should be practised and kept intact for the future generations to
come. The concept of trilingual policy enabling the students to
learn in their mother tongue, along with the option of two other
languages, will surely help the students in expressing themselves
With mofe clarity. This will also enable them· in goal setting and
the apProach in reaching their goal.
The major drawback teaching Sanskrit language has been the
1acJc of efficient teachers, since it was the vocal transmission of
knowledge. To this scenario of English language domination in all
the activities of daily life also led to eclipsing of the Sanskrit lan-
&uage. But with invention in technology, there has been a drastic
190 Blending Literature, Language and NEP 2020

change in dwelling into the ancient texts for the solutions in all the
technology related fields. The scientists are amazed at the reposi-
tory embedded in sutra form waiting for decoding. These ancient
sutras are unraveling the mind-blowing facts leading to great dis-
coveries in all the areas. With the invention of many portals and
sites, many organizations have actively participating propagation
of Sanskrit. And also, the availability of e-resources at the
learner's pace and time increased the access to the ancient re-
sources, and the learning and teaching has become more attractive
and easily accessible. The inclusion of the language at the school-
ing stage will enable the teacher to empower the student with the
required language skills.
Sanskrit learning should be introduced in primary education
as basic language, which enables the student in learning through
listening, reading and writing from a tender age. Then it becomes
easy for them to pick the complexities associated with Sanskrit.
Sanskrit grammar should be included in the curriculum at second-
ary level of education, which increases the level of understanding
and usage of grammar, construction of sentences etc. And slowly
more complex terminologies should be introduced, as the student
goes further to higher secondary classes. By this the student ac-
quires proficiency by the time he completes higher secondary
schooling, perfect with the aphorisms and the application of gram-
mar etc., which makes the journey further easy. At intermediate
level literary works along with higher grammar should be intro-
duced. And then in graduation level basic knowledge of Indian
knowledge systems should be introduced. This will give them
deeper insights of ancient Indian knowledge system. Thus, having
gained basic language skills like reading writing one can easily
delve into higher philosophical, scientific, analytical and logical
aspects of Sanskrit scriptures at their post-graduation level and can
go further into research in specific areas of interest. Ivy league
universities in other countries have established Sanskrit depart-
ments and research centres and providing courses to the people.
 .tsanskfl•,Language under Trilingual Policy 191
uon
O'I

. 1•n NASA are trying to decode the secrets of sci-

p(IIIIO ·enttsts
~lflY set cts in ancient Indian scriptures. India now has to look
~:ihis
,otiBC
1
regard and encourage study of Sanskrit language.
Jntr()(lUCl•ng Sanskrit as a third language
. or second language
mandatory in secondary education. Then scholars who
sb081dtobelearn and teach Sanskrit get employability, having got se-
.,.at
and full-time job, one can chose to study Sanskrit and build
:career in that regard and can pr~pagate Sanskrit languag~ to
next generations. Hence the pohcy makers should look into
matter and encourage Sanskrit study through trilingual study
by NEP-2020, by which the greatest language is being
survived from its extinction and Indian knowledge systems are re-
vived. The ancient Indian knowledge systems always enunciated
the importance of harmonious coexistence of human beings with
all the other animate and inanimate objects of the universe; Human
beings must identify themselves as a part and parcel of the larger
cosmos and vice versa, which reduces the atrocities, the greed, the
violence and the suffering in the world and makes it a better place
to live in.

Works Cited
NEP 2020 Document.
C. Krishnamacharya. History of Sanskrit Literature.
Mudhiganti Sujata. History of Sanskrit Literature.
P.V. Kane. History ofDharmasastra.