Hindi Studies
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/2397
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Item The Symbol of Jātaka Stories in Indian Buddhist Art(2013) Hewawitanagamage, U.R.Jātaka Stories have been played a significant role for a long period of time in the field of Buddhist art of India. When these narratives came to the hands of Indian artists, then one of the excellent art traditions prevailed in various forms in the field of Indian art. Oral tradition of the Jātaka narratives converted into new art tradition i.e. carvings and paintings in which Monoscenic, Synoptic, Conflated, Sequential, Continuous and Network narratives can be seen. This article deals with the fact that how Indian artists have converted the tradition of narrative telling and listening into a tradition of carvings and paintings, a form of reading and viewing, after which religious communication has reached a new era.Item The Tradition of Indian Folk Tales and Buddhist Jātaka Tales('Vichār', Semi Annual Contextual Research Journal, 2013) Hewawitanagamage, U.R.This paper mainly deals with the narrative tradition of the Indian sub-continent. Although the Jātaka tales are considered as tales belonging to Buddhism, according to the opinion of some scholars these are considered as folklore of India. By the way, this article throws a light on the evolution of the tradition of Indian Folk Tales. Further showing how far they have moderated and mixed with the Buddhist Jātaka tales in the context of religious edification after the considerable period of time of Buddha's parinirvāna. The 'Karma concept' is considered as the central point of Buddhist philosophy. However, the discussion of this concept is found in the tradition of Indian folk tales as well. We should discuss this further, about how the Karma concept became included within the folk tales of the tribal people who are living in the dense forests.Item Incorporating outcome-based teaching/ learning methods into a curriculum(Faculty of Graduate Studies, University of Kelaniya, Sri Lanka., 2024) Hirimuthugoda, H. D.Recent attempts at curriculum revision and development regarding the teaching of various disciplines, including the teaching of foreign languages, in higher educational institutes tend to use outcome-based educational approaches, considering the need to adopt modern concepts of education that aim at enhancing the productivity of education. For the process of reviewing recent teaching/ learning methods, and especially before designing a curriculum, feedback from learners and teachers is crucial. This research investigated how to incorporate outcome-based teaching/ learning methods into a curriculum of teaching Hindi as a foreign language in a degree curriculum in Sri Lanka. It analyzed the perceptions of graduates, undergraduates, and university teachers about various teaching/ learning methods used in education and examined the feasibility of incorporating outcome-based teaching/ learning methods into a curriculum of teaching Hindi as a foreign language in a university in Sri Lanka. The primary data was collected mainly through a perception survey conducted online. Recent graduates, undergraduates, and university teachers of the Bachelor of Arts Honors degree in Hindi offered by the University of Kelaniya, Sri Lanka were taken for the survey. In addition to the online survey, a semi-structured phone interview with a stakeholder was conducted to get further suggestions. A mixed-method approach was used to analyze data. It was found that the use of an eclectic approach to teaching of a foreign language, particularly the use of technology to support teaching/ learning, the encouragement of autonomy of the learner, while mediating between learner-centered approaches and teacher-centered approaches,, and fostering exposure to the foreign language were possible steps that could be taken to incorporate outcome-based teaching/ learning methods into a curriculum of teaching Hindi as a foreign language in a university degree program in Sri Lanka.