Research Inspiration

The jurisprudential role of the BNS, BNSS, and BSA in Co-establishing a speedy and impartial trial

2026-07-29T06:02:22+00:00

For than 160 years the criminal justice system in the Indian subcontinent was limited by three colonial laws created by the British Crown. These laws were the Indian Penal Code (IPC) of 1860 the Code of Criminal Procedure (CrPC) of 1898 (which was updated in 1973) and the Indian Evidence Act of 1872. These laws were written during a time when the British ruled the land. They were made by people like Thomas Babington Macaulay. These laws were designed to keep control stop people from being free and make sure the government had power than individuals. As years went on and the 21st century arrived this system became impossible to use because of many cases waiting to be handled. The old rules did not have ways to deal with kinds of crimes. These crimes include things like money frauds on the web, cyber-terrorism that crosses borders stealing identities, groups that do bad things together and hiding money through digital currencies.

The system got stuck because of rules, unclear words and long delays. This made the legal process itself feel like a punishment, without a trial. Millions of people who had not been found guilty ended up in prisons for years without a decision. The system needed a change. It needed to become something that listens to victims uses technology and protects the rights of people.

The Nature of the Eight Limbs of Nirvikalpaka Samādhi in the Vedāntasāra: A Comparative Study with Patañjali’s Yoga Philosophy

2026-10-03T20:15:14+00:00

This study examines the nature of the eight limbs prescribed in the Vedāntasāra for attaining nirvikalpaka samādhi and compares them with the eightfold discipline of Patañjali’s Yoga philosophy. According to the Vedāntasāra, the aspirant progressively practises yama, niyama, āsana, prāṇāyāma, pratyāhāra, dhāraṇā, dhyāna, and savikalpaka samādhi. These disciplines lead the practitioner from ethical regulation and bodily stability to sensory restraint, mental concentration, and spiritual absorption. The five forms of yama—non-violence, truthfulness, non-stealing, celibacy, and non-possession—and the five observances of niyama—purity, contentment, austerity, self-study, and devotion to God—purify conduct and prepare the aspirant’s inner life. Āsana stabilizes the body, while prāṇāyāma regulates vital energy and assists in controlling the senses and mind. Through pratyāhāra, the senses are withdrawn from external objects; through dhāraṇā, the mind is fixed upon the non-dual Brahman; and in dhyāna, the Brahman-oriented mental modification flows continuously. Savikalpaka samādhi constitutes the final preparatory stage, in which the distinction among knower, knowledge, and object of knowledge persists, though the mind closely conforms to its object. It ultimately facilitates nirvikalpaka samādhi, wherein conceptual distinctions subside and stability in Self-knowledge is attained. The comparison shows substantial structural similarities between the Vedāntasāra and Patañjali’s eightfold Yoga. Their philosophical aims, however, differ: Patañjali associates Yoga with the cessation of mental modifications and the attainment of kaivalya, whereas the Vedāntasāra directs these practices toward Self-knowledge, Brahman-realization, and liberation within the framework of Advaita Vedānta.

Globalization and Changing Patterns of Education: A Sociological Analysis

2026-10-03T20:02:41+00:00

In today's world there is no place where globalization doesn't make its mark. It brought changes each and every part of life. Education is also impacted and it no longer only refers to a specific person, place, community or society. The transfer of knowledge through the information and communication technology has connected the educational systems all over the world due to continuous development of the information and communication technology. As a result, there is a swift and abrupt shift in aims, objectives, curriculum, style of teaching and learning, assessment, role of students and teacher, expectations of student, and educational institutions. This paper is an examination of the relationship between globalization and shifting trends in education with a sociological lens. It covers the changing goals, curriculum, the teaching-learning process, assessment and evaluation, research and development in the context of globalization. Recent trend in education is also discussed. Yes, globalization has increased the accessibility of education, created opportunities for partnership and global cooperation, and opened up opportunities for education. At the same time, it has brought about many restrictions, namely, the digital divide, commercialization of education, inequality, cultural changes, and pressure on teachers and students. The paper argues that globalization has opened up avenues and obstacles both for education. Thus, educational policies should be a visionary one that can merge the global as well as local context of knowledge and open up possibilities for social justice, equality and global harmony.