MA

Semester: I

Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: I
Course Title: Poetry (Paper I)
Course Type: Core Course
Credit Value: Option I= 5, II & III= 4
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I: Lyric Poetry
John Donne: The Good-Morrow, The Sun Rising
William Blake: The Lamb, The Tyger
Emily Dickinson: I heard a Fly buzz- when I died, Because I could not stop for Death
Activities:

1. Creative Monologue / Dramatic Reading: Students perform a dramatic monologue from the perspective of the speaker addressing his lover, drawing on imagery and tone from the poems.

2. Symbolism Scavenger Hunt: Assign students to find modern symbols in media, advertising, or art that represent innocence or danger and link them to Blake’s themes.

Unit II: Narrative Poetry
Geoffrey Chaucer: Prologue, The Canterbury Tales,
Robert Frost: The Death of the Hired Man

Activities:

1. Character Trading Cards: Create ‘pilgrim trading cards’ featuring Chaucer’s characters. Each card includes an illustration, personality traits, quote from the Prologue, and modern equivalent {e.g., Miller = reality TV star?).

2. Tableau or Readers’ Theatre: Perform a dramatic reading of the poem using voice and rhythm to highlight shifting tones and relationships.

UNIT III: Dramatic Poetry
Robert Browning: My Last Duchess, A Grammarian's Funeral, Porphyria’s Lovers
T. S. Eliot: The Love Song of J. Alfred Prufrock
Activities:

1. Court Case Role Play: Put the Duke on trial for the Duchess’s death. Assign roles: prosecutor, defense, Witnesses (e.g., the artist, the servant), jury. Debate guilt/ innocence.

2. Prufrock’s Social Media Profile: Design a fictional Instagram or Twitter page for Prufrock. Include bios, hash tags, posts, and DMs that reflect his character and mindset.

Unit IV: Ode, Elegy
John Keats: Ode to a Nightingale, Ode on a Grecian Urn
P. B. Shelley: Ozymandias
Thomas Gray: Elegy Written in a Country Churchyard
W. H. Auden: In Memory of W. B. Yeats
Activities:
1. Dramatic Reading & Tone Exploration: Assign groups to perform different stanzas with varied tones (melancholy, ecstatic, contemplative) and explain their interpretive choices.
2. Poetry Pairing: Compare with a modern political or protest poem (e.g., Maya Angelou, Amanda Gorman). Discuss how both address power and legacy.
UNIT V: Satirical, Didactic and Allegorical Poetry
Alexander Pope: The Rape of the Lock
John Dryden: Absalom and Achitophel
W. H. Auden: The Unknown Citizen
Activities:

1. Character Courtroom Drama: Hold a mock trial where characters (Belinda, the Baron, Ariel) defend or justify their actions. Use evidence from the poem and present arguments with wit and flair.

2. Historical-Poetic Parallels Chart: Create a visual chart comparing the biblical story, the poem’s characters, and the real political figures (e.g., Absalom = Monmouth, Achitophel = Shaftesbury, David = Charles II).

Keywords/Tags: Poetic Forms, Lyric and Narrative Poetry, Dramatic Monologue, Ode and Elegy, Satire and Allegory.

*****
Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: I
Course Title: Drama (Paper II)
Course Type: Core Course
Credit Value: Option I= 5, II & III= 4
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I: Tragedy
Sophocles: Oedipus Rex (Classical Greek Tragedy)
William Shakespeare: Hamlet (Elizabethan Tragedy)
Activities:

1. Chorus Creation & Performance: Activity: Have students write and perform a choral ode in the style of the Greek chorus, responding to a major event in the play.

2. Diary Entries: Activity: Write diary entries from Ophelia’s or Hamlet’s perspective at key points, exploring inner thoughts.

Unit II: Comedy
Ben Jonson: The Alchemist (City Comedy)
William Congreve: The Way of the World (Restoration Comedy)
Activities:

1. Role-Play & Dramatic Reading: Assign roles and have students perform selected scenes (e.g., Face’s con or Subtle’s manipulation).

2. Wit Duels and Epigrams: Activity: Identify and perform ‘wit duels’ between characters (e, g., Mirabell and Millamant).

Unit III: Revenge Tragedy & Jacobean Drama
Thomas Kyd: The Spanish Tragedy (Revenge Tragedy)
Marlowe: Jew of Malta
Activities:

1. Socratic Seminar: Is Revenge Ever Justified? Objective: Debate moral philosophy using the plays as case studies.

2. Creative Writing: Alternative Endings Objective: Engage with character agency and moral resolution.

Unit IV: Comedy of Manners and Sentimental Comedy
Richard Brinsley Sheridan: The School for Scandal
Oliver Goldsmith: She Stoops to Conquer
Activities:

1. Then vs. Now: Social Norms Debate: Activity: Host a class debate on topics such as ‘Is appearance more important than truth in today’s society?’ or ‘Do we still marry for status?’ Students use evidence from the plays and current events.

2. Character Trial: Activity: Put a character like Joseph Surface on trial for hypocrisy. Students take roles as lawyers, witnesses, and jurors to argue the case.

Unit V: Absurd Drama
Martin McDonagh: The Pillowman
Harold Pinter: The Dumb Waiter
Activities:

1. Ethical Debate: Topic: ‘Should disturbing stories be censored if they inspire real-life violence?’

2. Absurdist Scene Creation: Activity: In pairs, students write and perform a short scene in Painteresque style filled with pauses, circular dialogue, and a vague sense of threat.

Keywords/ Tags: Types of Drama, Tragedy and Comedy Revenge Tragedy, Absurd Drama.

*****
Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: I
Course Title: Fiction (Paper III)
Course Type: Core Course
Credit Value: Option I= 5, II & III= 4
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I: Early Narrative Fiction
Aphra Behn: Oroonoko
Daniel Defoe: Robinson Crusoe
Activities:

Historical Context Research Project: Activity: Assign students to research the historical context of slavery, Colonial Surinam, and Aphra Behn’s life as a Restoration writer.

2. Colonialism Case Study: Activity: Analyze Robinson Crusoe as a colonial text; include short readings from postcolonial theorists (e.g., Edward Said, Homi Bhabha).

Unit II: Picaresque and Satirical Novels
Henry Fielding: Tom Jones
Laurence Sterne: Tristram Shandy
Activities:

1. Historical Context Presentation: Research and present on 18th-century England—class structures, legal systems, and gender roles—to better understand the novel’s social  commentary.

2. Podcast or Mock Interview: Produce a podcast episode or mock interview with Laurence Sterne or Tristram himself; Focus on why the novel is constructed as it is and what it's trying to do with narrative form.

Unit III: Gothic and Sentimental Fiction
Horace Walpole: The Castle of Otranto
Richardson: Pamela
Activities:

1. Debate: Is The Castle of Otranto a Satire or a Serious Gothic Tale? Structure: Divide class into two teams to debate Walpole’s intent and tone.

2. Epistolary Role-Play: Activity: Students write letters in character from Pamela, Mr. B, or Lady Davers responding to key events or moral dilemmas.

Unit IV: Realist & Domestic Novels
Charlotte Bronté: Jane Eyre
Gustav Flaubert: Madame Bovary
Activities:

1. Art & illustration: Students illustrate a key scene or create a visual character map. Encourage them to annotate their work with textual evidence explaining their creative choices.

2. Literary Trial: Who is to Blame? Stage a mock trial where different characters (Charles, Rodolphe, Homais, Emma, society itself) are on trial for Emma’s downfall. Students argue and provide evidence from the text.

Unit V: Victorian Social & Psychological Realism
George Eliot: The Mill on the Floss
Thomas Hardy: Tess of the d’Urbervilles
Activities:

1. Comparative Literary Analysis: Compare Maggie with another Victorian heroine (e.g. Jane Eyre or Dorothea Brooke) in terms of agency, morality and fate.

2. Courtroom Role-Play: Put Tess on trial: students play the roles of prosecutor, defender, judge, and jury, debating moral and legal responsibility in the novel.

*****
Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: I
Course Title: Prose (Paper IV)
Course Type: Core Course
Credit Value: Option I= 5, II & III= 4
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I:Annotations
Essay- Introduction, Development, Types, Types of Style- Aphoristic

Suggested Enrichment Activities (SEA): 1. Hunting for the historical facts in the library.

Aphorism Hunt & Imitation:
Task 1: Identify- Provide excerpts from Francis Bacon or other aphoristic writers. Students highlight and analyze aphorisms.
Task 2: Create- Students rewrite a short essay paragraph in aphoristic style (i.e., packed with compact, thought provoking sentences).
Unit II: Philosophical and Biographical Writings
J. Krishnamurti: Awareness, Desire.
Radhakrishnan: Religious Experience (1st Chapter of Hindu Way of life)
Romain Roland: The Life of Swami Vivekananda

Suggested Enrichment Activities (SEA):1. Speech practice, shashtrarth (group discussion).

2. Drama/Performance:

Students script and perform a short scene from Vivekananda’s life, focusing on moments of moral courage or deep insight.

Unit III: Political and Social Essays
Bacon: Of Youth and Age, Of Marriage and Single Life
Addison: The Coverley Witch (On Witch-Craft: Story of Moll White)
Charles Lamb: The Superannuated Man

Suggested Enrichment Activities (SEA):

1. Comparative Reflection Journal: Prompt: Compare your views on marriage or youth/age with those expressed by Bacon. Do you agree or disagree? Why?

2. Contextual Research: Research 17th-18th century English witch trials or superstitions. Present findings in a mini-poster or short presentation.

Unit IV: Argumentative Essays
William Hazlitt: On the Pleasure of Hating
Bertrand Russell: On Being Modern Minded (from Unpopular Essays)
G.K. Chesterton: The Worship of the Wealthy
Suggested Enrichment Activities (SEA):

1. Debate: Is hatred a natural and necessary part of human nature? Split students into pro/con sides to explore Hazlitt’s argument.

2. Comparison Chart: Compare Russell’s idea of the ‘modern mind’ with today’s social media-driven culture - how does open-mindedness differ from trend following?

Unit V: Familiar Essays and Contemporary Essays (Non-detailed study)
R.N. Tagore: Nationalism
APJ Abdul Kalam: Ignited Minds
Suggested Enrichment Activities (SEA):

1. Panel Discussion: Nationalism and Culture, Students act as various historical figures (Tagore, Gandhi, Subhas Chandra Bose, etc.) and discuss how nationalism should Shape culture, education, and politics.

2. Vision 2040 Presentation: Students present their own vision for India in 2040, inspired by Kalam's themes of innovation, education, and unity.

*****
Semester: II

Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: II
Course Title: Aesthetics and Literature (Paper- I)
Course Type: Core Course
Credit Value: 5
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I: Defining Poetry
Rabindranath Tagore: The Creative Ideal, The Significance of Poetry
Sri Aurobindo: The Future Poetry- Ch I, II, X, XVI
John Keats: On the Aims of Poetry: Letter to J. H. Reynolds, 3 February 1818
Activities:

1. Panel Debate: Motion: ‘Poetry is the supreme vehicle for spiritual transformation.’ Divide students into teams to argue for or against Aurobindo’s thesis.

2. Close Reading Circle: In small groups, analyze Keats’s metaphorical language in the letter (e.g., ‘a World of Pains and troubles’), and relate it to his odes or other poems.

Unit II: Beauty and Soul
Lorginus: On the Sublime
Edmund Burke: Philosophical Enquiry into the Origin of Our Ideas of the Sublime and Beautiful-
Part-I: Novelty, Pains and Pleasure, The Difference between the Removal of Pain and Positive Pleasure, Joys and Grief of Beauty
Part-II: Obscurity, Succession and Uniformity
Part-III: Proportion not the Cause of Beauty in Vegetable, Proportion not the Cause of Beauty in Animals, Proportion not the Cause of Beauty in Human Species.
Activities:

1. Creative Response: The Sublime in Art and Media

Activity: Students choose a painting, film scene, or musical piece they find ‘sublime.’

2. Write a short analysis comparing the emotional or aesthetic effects using Longinus's rhetorical criteria and Burke’s sensory-emotional framework.

Unit III: Nature of Meaning
Immanuel Kant: Critique of Aesthetic Judgment (from Critique of Judgment)
Friedrich Schiller: On the Aesthetic Education of Man (Letter 6, 11-16, 21)
Activities:

1. Guided Seminar: The Autonomy of Aesthetic Judgment. Prompt: Can beauty be a foundation for morality or political life?’ Structure: Assign students to defend Kant's notion of disinterested judgment vs. Schiller’s idea of aesthetics as a transformative social force.

2. Textual Microscope: Choose a dense paragraph from Kant and one from Schiller. Assign students to: Paraphrase, identify philosophical assumptions, Pose two questions for each.

Unit IV: Self and Perception
Maurice Merleau Ponty: The Intertwining- the Chiasm (From the Visible and the Invisible)
Arindam Chakraborty:  Refining the Repulsive: Toward an Indian Aesthetics of the Ugly and the Disgusting.
Activities:

1. Classical Text Engagement: Read excerpts from Natyasastra and Abhinavabharat on rasa (especially bibhatsa-rasa, the sentiment of disgust) and compare Chakraborti’s interpretation. Objective: Link theory to classical Indian aesthetic discourse.

2. Perceptual Experiment & Reflection: Activity: Students perform a mirror self-touching experiment (touching their right hand with their left) and describe the experience in light of Merleau Ponty’s notion of the body as both touching and touched (reversibility).

Unit V: Aesthetic and Society
Mikhail Bakhtin: ‘Author and Hero in Aesthetic Activity,’ Art and Answer ability: Early Philosophical Essays.
Tridip Suhrud: Towards a Gandhian Aesthetics
Activities:

1. Dialogical Role Play / Dramatization: Stage a conversation between the ‘Author’ and ‘Hero’ from Bakhtin and Gandhi as envisioned by Suhrud. Setup: Divide participants into two groups: One embodies Bakhtinian figures (author, hero, spectator), The other channels Suhrud’s Gandhi (the fasting body, the spinner, the satyagrahi).

2. Critical Reading & Comparative Seminar: Activity: Organize a seminar where students present short papers comparing Bakhtin’s notion of ‘answerability’ with Suhrud’s exploration of Gandhian aesthetics as rooted in ethical and embodied practice.

*****
Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: II
Course Title: Popular Literature (Paper- II)
Course Type: Core Course
Credit Value: 5
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I: Poetry and Short Stories
Introduction to Popular Literature: Origin and Development;
Sukumar, Ray: The Sons of Ramgaroo, and Khichuri
Arthur W. Ryder: The Panchatantra (1975) - The Blue Jackal, The Tortoise and the Birds, The Bear and the Gardener, The Lion and the Mouse.
Activities:
1. Debate: Ethics in Fables
Objective: Explore the ethical complexity of fables
2. Dramatization or Skit Performance
Objective: Bring Ray’s nonsense literature to life.
Activity: Adapt The Sons of Ramgaroo into a short absurdist play or skit. Focus on the play of language, logic-defying situations and whimsical characters.
Unit II: Detective Fiction
Agatha Christie: The Murder of Sir Roger Ackroyd
John le Carre: The Spy Who Came in from the Cold
Activities:

1. Poirot’s Ethical Code Discussion

Task: Have a class discussion on Poirot’s decision to let the murderer take their own life. Was justice served?

2. Comparative Media Study

Task: Watch the 1965 film adaptation. Compare its tone, themes, and character portrayals to the novel.

Goal: Understand how narrative tone and subtext can change across media.

Unit III: Childen’s Literature
Ruskin Bond: The Room on the Roof
Lewis Carroll: Through the Looking Glass.
Activities:

1. Cultural Mapping Project

Students research Anglo-Indian society and the cultural contrasts shown in the book. Have them create a visual map showing locations in Dehradun and how Rusty's experiences reflect Indian society at the time.

2. Table-Top Theatre: Staging a Dialogue

Objective: Bring Carroll’s rapid-fire dialogue to life, highlight character voices.

Students adapt a key conversation (e.g., Alice and Tweedledee /Dum, the Lion and the Unicorn) into a 3-5- minute staged reading. Props can be simple (Cardboard, Chess-pieces hand-drawn masks).

Unit IV: Drama and Graphic Novel
Henrik Ibsen: A Doll's House
Durgabai Vyam and Subhash Vyam: Bhimayana- Experiences of Untouchability / Autobiographical notes on Ambedkar.
Activities:

1. Character Trial: Nora in the Dock

Objective: Debate the moral implications of Nora’s actions.

Activity: Hold a mock trial where students take on roles (Nora, Torvald, Krogstad judge, lawyer, etc.). The class debates whether Nora’s decision to léave her family was justified.

2. Debate: Is Caste Still Relevant Today?

Objective: Encourage critical engagement with contemporary relevance.

Activity: Host a structured debate or roundtable on the ongoing impact of caste in modern India or elsewhere.

Unit V: Fantasy and Science Fiction
J.R.R.Tolkien: The Lord of the Rings
Samit Basu: The Simoqin Prophecies
Activities:

1. Mythological Inspirations

Research: Norse, Anglo-Saxon, or Christian myths that inspired Tolkien.

Enrichment: Discuss how myth shapes narrative structure and world building.

2. Genre-Blending Analysis

Activity: Identify and discuss how Basu blends Indian mythology with Western fantasy tropes.

Enrichment: Builds awareness of cross-cultural storytelling and satire.

Keywords/Tags: Youth Identity, growing up, adolescence, humiliation, Doubt, crime, guilt, suspense, accused, Children’s fiction, identity, gender, disparity, Identity, doubt, crime, racism, casteism, gender, High Fantasy, Mythopoeia,Genre Hybridity, Humor and Metafiction.

*****
Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: II
Course Title: Postcolonial Writings (Paper- III)
Course Type: Core Course
Credit Value: Option- I=5, Option II & III=4
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I: Concepts and Issues in Postcolonial Literature
Colonialism, Postcolonialism, The historical and ideological moorings behind Commonwealth Literature, Orientalism, Neo-colonialism

Activity: Assign postcolonial texts. Then, identify Colonial and Postcolonial themes and present findings in a group discussion.

Unit II: Poetry
Derek Walcott: 1. A Far Cry from Africa, 2. Names
Mamang Dai: 1. Small Towns and the River, 2. The Voice of the Mountain.
Nissim Ezekiel: 1. Philosophy 2. Urban
Activities:

1. Panel Discussion: “Are small towns disappearing or evolving?” Discuss based on personal experience and Dai’s imagery.

2. Debate: “Can a writer be loyal to more than one culture?” Students debate Walcott’s dilemma between his African heritage and British upbringing.

Unit III: Non- Fiction
Edward Said: 'The Scope of Orientalism' from Orientalism
Mahatma Gandhi: Passive Resistance in Hind Swaraj and Other Writings, ed. Anthony J Parel
Activities:

1. Fishbowl Discussion

Prompt: “Western knowledge systems are inherently complicit in imperialism.” One group argues from Said’s perspective.

Another defends aspects of modernity, possibly from a liberal Western standpoint. A third group moderates using Gandhi’s perspective on modem civilization.

Unit IV: Fiction
Chinua Achebe: Things Fall Apart
Bharti Mukherjee: Desirable Daughters
Activities:

1. Cultural Artifact Presentation

Students research and present on Igbo cultural practices (e.g., marriage customs, religion, gender roles, proverbs).

Purpose: To explore the richness of pre-colonial African societies and counter colonial narratives.

2. Family Tree + Character Study.

Map out Tara's family tree and explore how generational and cultural shifts affect the women in the family.

Purpose: Visualizes familial relationships and the tension between tradition and autonomy.

Unit V: Drama
Wole Soyinka: The Lion and the Jewel
Manjula Padmanabhan: Harvest
Activities:

1. Debate: Modernity vs. Tradition

Prompt: “Lakunle is the true hero of The Lion and Jewel. Discuss.

Purpose: Examine the clash between Western ideals and traditional African values.

2. Futuristic Diary or Blog

Write a blog post or diary entry from Jaya’s or Om’s perspective living in the technologically controlled world of Harvest.

Purpose: Explore themes of autonomy, bodily control, and identity.

Keywords/Tags: Colonial literature, Post Colonial discourse, Commonwealth literature, Orientalism, Cry

Identity, Voices, and Life, Orientalism, Literary stereotype, Resistance, Articulation, Self apprehension, Affirmation, Lost Identity, Redefining, Tradition, modernity, power, control, gender roles and patriarchy.

*****
Syllabus (Session 2025-26 onward)
MA English Literature: PG 2- Year Programme
Semester: II
Course Title: Ancient Indian Literature (Paper- IV)
Course Type: Core Course
Credit Value: 5
Max Marks- 40+60; Min. Passing Marks- 40
Content of the Course
Unit I: Vedic Literature
Rigveda: Purusha Sukta (Non-detailed)
Upnishads: Kena (Translated by Swami Sharvananda)
1. Comparative Mythology:
Activity: Compare the Purusha myth to other creation stories.
Norse myth: Ymir
Chinese myth: Pangu
Hindu: Hiranyagarbha
Prompt: “Why do many cultures imagine creation through the dismemberment of a cosmic-being?”
Purpose: Understand archetypal thinking and shared human themes in mythology.
2. The Yaksha Episode — Script and Skit:
Task: Script and perform the allegorical story of the Yaksha (Chapter IV), where Agni, Vayu, and Indra confront the mystery of Brahman.
Extension: Discuss the symbolism behind each deity.
Unit II: Classical Sanskrit Poetry
Kalidasa: The Loom of Time (translated by Robert D. Kaplan)
Vyasa: The Dicing, The Sequel to Dicing, The Book of the Assembly Hall, The Temptation of Karna. (non-detailed)
Activities:
1-Role-Play: The Forgotten Ring:
Activity: Reenact the moment of Dushyanta failing to recognize Shakuntala, then rediscovering her.
Purpose: Explore the emotional complexity and use of memory/loss as a poetic device.
2-Character Hot Seat
Activity: A student plays a character (e.g., Draupadi, Karna, Duryodhana), and others ask them questions about their choices.
Purpose: Deepen understanding of layered motivations in epic characters.
Unit III: Drama
Sudraka: Mrcchakatika (translated by Arthur W. Ryder)
Bhasa: Svapnavasavadatta (Non-detailed)
Activities:
1-Poster Design: Ancient Drama for a Modern Audience:
Activity: Design a theatrical poster marketing The Little Clay Cart for a contemporary stage.
Purpose: Encourage creative reinterpretation and thematic connection.
2-Dream and Reality Discussion:
Prompt: “What is the role of illusion, disguise and dreams in royal love?”
Activity: Discuss how Bhasa uses dream imagery and dramatic irony.
Purpose: Explore early dramatic narrative techniques in Sanskrit plays.
Unit IV: Tamil Literature (Non-detailed study)
Ilango Adigal: The Book of Vanci, in Cilappatikaram (Non-detailed)
Sithalai Sathanar: Manimekalai (Non-detailed)
Activities:

1. Justice and Anger Discussion

Prompt: ‘Was Kannagi burning of Madurai an act of justice or vengeance?’

Activity: Group debate or short persuasive writing.

Purpose: Engage with epic's moral complexity and its critique of kingshlp.

2. Wheel of Dharma

Task: Design a symbolic representation (mandala, chart, or artwork) of the Buddhist teachings reflected in Manimekalai.

Purpose: Introduce key ideas like ahimsa, detachment, and karuna (compassion).

Unit V: Buddhist and Jain Literature
Ashvaghosha: Buddhacharita (Non-detailed)
Kundakunda: Samayasara (Non-detailed)
Activities:

1-Poetic Imagery: The Four Sights

Task: Create a short poem or sketch inspired by the Four Sights (old age, sickness, death, ascetic).

Purpose: Explore how Buddhist awakening begins with observation of life's truths.

2-Essence vs. Action Chart

Task: Create a T-chart:

Left side: Things that change (body, emotions, karma)

Right side: Things that remain (soul, awareness)

Purpose: Visualize the core Jain distinction between dravya (substance) and guna (qualities).

Keywords/Tags: Individual, Journey, Destiny, Ambition, Greed, Dharma, Duty, Righteousness, Prosperity, Envy, Justice, Loyalty, Lineage, Friendship, Love, Infidelity, Injustice, Poverty, Sorrow, Illusion. Fate, Morality, Retribution, Feminism, Renunciation, Compassion, Enlightenment, Aesthetics, Poetics, Emotion, Suggestion, Literary Criticism.

*****