TABLE OF CONTENTS
Page
no.
CHAPTER – 1 INTRODUCTION
1
Project Introduction
1-3
1.1 Vedic education in India
1
1.2 Sources and aim of Vedic education
2
1.3 What is a Vedic Institute and Research Centre
2
1.4 Decline in Vedic education in India
3
2 Site introduction
4-8
2.1 Vedic background of the city
4
2.2 Validity
5
2.3 Site brief
6
3
Present scenario
8
4
Need of the Project
9
5
Aim
10
6 objectives
10
7
Scope
10
8
Requirements
10
9
Methodology
11
10 Tentative Case studies
12
LIST OF FIGURES
Page n
1.1
Early Vedic period
1
1.2
Late Vedic Period
1
1.3
Six vedangas
2
1.4
Courses in Vedic Education
2
1.5
Vedic science description by MIT School of vedic science
3
2.1
Naimisharanya to be developed as a Vedic city
4
2.2
Chakhra Tirth
5
2.3
Government allots area for Vedic research institute
5
2.4
Proposed location for Vedic research institute
6
2.5
Vedic research institute site area and other details
6
2.6
Map of India representing Sitapur district
6
2.7
Conceptual Proposed Master plan
8
2.8
Sitapur landmark plan
8
2.9
Site boundary
9
2.10 Banks of Gomti river near site
9
3.1
Vedic institutes in India
10
10.1
Iskcon temple
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10.2 VVRI, Hoshiarpur
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1.PROJECT INTRODUCTION
1.1 VEDIC EDUCATION IN ANCIENT INDIA
The ancient system of education was based on the Vedas and therefore it was given the name
of Vedic education system. Vedas occupy a very important role in India.
The Vedas (meaning: knowledge) are a large book of religious texts originating in Vedic
period (between 1500 BC and 600 BC). The Vedas that have been interpreted to be historical
and constitute the primary of understanding in this period. These documents allow for the
evolution of the Indo-Aryan and Vedic culture to be traced and inferred.
Figure1-1 EARLY VEDIC PERIOD
Source: Wikipedia
Figure1-2 LATE VEDIC PERIOD
Source: Wikipedia
1
1.2 SOURCE AND AIM OF VEDIC EDUCATION
Vedic education was student centred i.e.
according to the vocational needs, interests
and aptitude of the students.
1. Four Vedas: Rigveda (The book of
mantras consists of 1017 hymns),
Samaveda (The book of songs/melodies),
Yajurveda (The book of ritual: guide
book for priests who executes sacrificial
acts), Atharvaveda (The book of speed:
consist of speels and charms)
.
Figure1-3 VEDANGAS
2.
3.
4.
5.
Six Vedangas
Four Upvedas
Four Brahmanas
One hundred and eighteen Upanishads
Aim of Vedic education
1.
2.
3.
4.
5.
6.
Physical and intellectual development
Religious and spiritual development
Emphasis upon knowledge and experiences
Preservation and spread of culture
Promotion of social efficiency
Development of character and personality
1.3 WHAT IS A VEDIC INSTITUTE AND RESEARCH CENTRE?
A Vedic institute is an educational institute dedicated to create a holistically knowledge about
Vedic literature. The course offered encompass various disciplines such as yoga,
AyurVedas, Astrology, Vaastu, Mantra sastra, Sanskrit and Palmistry. Towards
harmony of the body, Mind and soul is the movement of establishing a comprehensive
knowledge of Vedic science studies. Students engage in the intellectual teachings handed
down by Vedic rishis, encourages a deep connection with the timeless wisdom of the Vedas.
The curriculum promotes a harmious lifestyle and imparts degree in these specialized Vedic
sciences, offering a unique and enchaning educational experiences.
2
Figure Ошибка! Текст указанного стиля в документе отсутствует.-4 COURSES IN VEDIC STUDIES
A research centre is formally structured unit within the campus established with the purpose
of enhancing and advancing scholarly activity in research /research training /research
disseminations. This research centre is dedicated to research about the Vedic literature and
manuscripts.
This centre aim is to word in the field of knowledge systems of India, to reveal the essence of
wisdom enshrined in the Vedas and to propagate it for the benefit of mankind. The different
streams of knowledge like scientific heritage of India, history, philosophy, religious remedies,
mythology and cultural studies are all enriched in Vedas, which are to be identified and
developed.
Figure 1-5 VEDIC SCIENCE
Source: MIT school of Vedic science
1.4 DECLINE IN VEDIC EDUCATION IN ANCIENT INDIA
Education in the post Vedic period:
 The important place of the teacher.
 Curriculum: included more subjects in post Vedic period. It consisted of Vedas,
history, puranas, grammar, mathematics, dance, music, etc.
 Daily routine of students.
 Duration of education
 Convocational address.
Reasons for decline:
 Mahabharata war.
 Arrival of foreign invaders in India such as Muslim and British invaders brought their
own culture and educational system.
 The British educational system becomes more dominant in India and led to decline in
Sanskrit teachings and other Vedic subjects.
3
2.SITE INTRODUCTION
2.1 VEDIC BACKGROUND OF THE CITY
Figure 2-1 NAIMISHARANYA TO BE DEVELOPED AS VEDIC CITY
Naimisharanya (Neemsaar), is at a distance of 90 kms from Lucknow and is at Sitapur district
is a religious place along the vicinity. In the forest of Neemsaar sat the 88,000 rishis and Ved
Vyasa revealing the Vedas, puranas, and shastras to them. The word “aranya” meaning it was
a forest.
This city is dedicated to lord Vishnu. It is among on of the 108 Vishnu temples in India called
Divya Desam’s. It is said that Shaunak rishi went to lord brahma to pacify the thirst of
knowledge. Lord brahma gave a chakra (disk), asked him to keep rotating it and said that
wherever the rim of the chakra falls, consider it a holy place and establish an ashram there.
Finally on the banks of Gomti river, the rim of chakra fell and got absorbed by the land. Since
then, the place become popular as “Naimisharanya” where Nimisha means the splendour of
the eye.
One of the unique features of the temple is the chakra Tirth or chakra kunda the name came
out from the chakra of lord Vishnu where devotees take holy dip. This place is mentioned in
Koornm Purana, Valmiki Ramayana and Mahabharata.
The other places around the city in addition to Chakra Tirth are Latita Devi temple, Panch
Prayag, Vyas Gaddi, Soot Gaddi, Sri Hanuman Garhi and Panch Pandav. Mishrikh.
4
Figure 2-2 CHAKHRA TIRTH
2.2 VALIDITY
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
In June 2022, Naimisharanya to develop a Vedic city in three phases.
In august 2023, draft destination master plan with Vedic learning centre.
5
Figure 2-3 GOVT ALLOTS AREA FOR VEDIC RESEARCH INSTITUTE
Figure 2-4 PROPOSED LOCATION FOR VEDIC INSTITUTE AND RESEARCH CENTRE
Figure 2-5 VEDIC INSTITUTE AND RESEARCH CENTRE SITE AREA AND OTHER DETAILS
2.3 SITE BRIEF
SITAPUR
LOCATION – Naimisharanya, Sitapur, Uttar Pradesh
CLIMATE - Composite Climate
AREA - 6.2 Acres
PERIMETER – 537M
GROUND COVERAGE - Maximum ground coverage
35%
F.A.R: Maximum FAR 1.5
HEIGHT RESTRICTIONS: Maximum permissible
height: 12M
SET BACK: Front – 9.0 M
All other side – 6.0M
Figure 2-6 map of India
6
Figure 2-8 SITAPUR LANDMARK PLAN
7
Figure 2-9 SITE BOUNDARY
Figure 2-10 BANKS OF GOMTI RIVER NEAR THE SITE
3.PRESENT SCENARIO
According to a study conducted by Vedic concepts in April 2002 the total no. of gurukuls in
India are around 4500+ but the few institutions to teach a higher level of education in
particular Vedic subjects. There are institutions of individually of one subject as well.
Out of which majority follow a particular curriculum by govt and some elements of gurukul
system of learning as well. But the rest, follow an ancient pattern. These provide quality
education are less than 1% of all Vedic institutions in India.
In Uttar Pradesh, there are approximately 22 institution teaching Vedic subjects in their
institutions with other facilities. They generally provide courses in yoga, ayurveda, astrology
and palmistry with diplomas and advanced diplomas.
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Figure 3-1 VEDIC INSTITUTES IN INDIA
Some of the most famous Vedic institutes are Maharishi Vedic research institute in Bhopal,
MIT school of Vedic science in Maharashtra, Bhishma School of Indian Knowledge System
in Maharashtra, Iskcon temple institute in new Delhi , Jiva institute of Vedic science in
Vrindavan, Ved Vigyan Kendra in Varanasi, Vishveshvarand research institute in Hoshiarpur.
4.NEED OF THE PROJECT
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
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Helps to preserve and promote the rich heritage and traditional knowledge which can
used be used both in teaching and architectural practices.
students and researchers to research into the Ancient Texts, practices and
philosophies related to Vedic subjects.
There should be Vedic research institute cum museum in the city, from which people
can easily relate themselves and would able to learn about the cultural heritage and
tradition of the city.
Tourist or even local people who visit Sitapur UP do not get any learning centre or
museum or library where they could get the information about the culture, its
Heritage, mythology, etc.
9
5.AIM
Designing a sustainable and traditionally responsive Vedic Research Institute drawing
inspiration from the ancient traditions of Naimisharanya in Sitapur Uttar Pradesh to promote
and safeguard Hinduism and Vedas through an authentic expression of its heritage.
6.OBJECTIVES
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To study the historical background and context of Ancient Vedic culture, its
methodology, typology and architecture.
To provide a comfortable and user-friendly healing environment.
To understand the components of healing environment.
To design a self-sustain building which accommodates all modern facilities and
technologies. To preserve innovate and research the projection and dissemination of
the art forms to make special efforts to encourage spiritualism among the people.
To create spaces within the institute that promote All-inclusive comfort
incorporating elements for meditation, yoga, spiritual practices in line with
Vedic ethnicities.
To Substitute an environment favourable severe academic research on Vedas,
Hindu philosophies, and related subject contributing to the Global understanding of
these ancient traditions.
To actively engage with the local community and involve them in the institute
activities (Vedic Museum and library) creating a cultural heritage it represents.
7. SCOPE
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PLANNING AND DESIGN: Develop a inclusive architecture design that
incorporates Vedic architecture elements. Understanding the spatial organisation,
building forms, material and aesthetic in alignment with Vedic traditions.
CULTURAL AND HISTORICAL CONTEXT: Explore the historical and cultural
significance of Vedic traditions focusing on the ethnicities of the Sitapur and Vedic
background. analyse the architectural elements and design principle used in
Vedic architecture.
LANDSCAPE: creating a landscape as the Vedic traditions also include open
environment with lots of trees all other. Studying the landscaping and incorporating in
the site design.
COMMUNITY INTERACTIONS: developing a community engagement by
adding more structures in institute like research centre, museum and library containing
all the information about the Vedic subjects.
SUBSTAINABLE INTEGRATION: Integrating sustainable design principles to
reduce environmental impact and exploring techniques related to Energy Efficiency,
water conservation and use of Eco-Friendly materials.
8.REQUIREMENTS



Vedic institute (courses like astrology, Sanskrit, yoga, ayurveda, palmistry and
Vaastu shastra)
Vedic library with 50,000 books
Vedic Museum
10
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Research centre with conference room and seminar rooms
Committee room with the seating arrangement of 60 peoples
Veda temple
A hostel accommodating 300 students.
9.METHODOLOGY
11
10.CASE STUDIES
Live case studies
1.Iskcon temple by A.P Kavinde
2. Vishveshvaranand Vedic Research Institute, Hoshiarpur
12