Structure:-
1) Introduction
2) Concept of Emotional Intelligence (EI)
3) Definition of Emotional Intelligence
4) What Emotional Intelligence ‘is’ and is ‘not’
5) Historical Development of Emotional Intelligence
6) Components of Emotional Intelligence
7) Intelligence and Emotional Intelligence: Relationship between IQ and EQ
8) Benefits of Emotional Intelligence
9) Conclusion
INTRODUCTION
Emotional intelligence (EI) reflects the current view in modern neuroscience wherein emotions are framed as sources of useful data about our environment, rather than hindrances or disruptors in rational thinking.
Using emotions intelligently can provide competitive advantage in a world where technical knowledge and “booksmarts” may be in abundance, but the ability to deal with uncertainty, frustration, conflicts and interpersonal relationships may be scarce.
In a volatile, uncertain, complex and ambiguous (VUCA) social reality, being attuned to one’s own and others’ emotions can help us tap into a unique kind of resource to navigate the world.
While many of us are already familiar with general or cognitive intelligence given the emphasis placed on Intelligence Quotient (IQ) in academic and professional contexts, emotional intelligence is a relatively new concept that is still under development and research.
Here we will introduce the construct and provide context and background for its emergence. And also examine why IQ is not sufficient to ensure success in today’s world and why EI is receiving so much attention across domains.
CONCEPT OF EMOTIONAL INTELLIGENCE
The term emotional intelligence can be broken down into two concepts- emotions and intelligence. If one is asked about emotions in general terms, the first responses are likely to constitute a perspective on emotions that is inherently restrictive. Most commonly, emotions are seen to make us inefficient, are a sign of weakness, a distraction and obstacle to good judgment and decision making.The two words in the term emotional intelligence can then be seen to contradict each other, if viewed from this lens.
However, modern neuroscience has served to debunk these myths and highlighted several important functions that emotions serve. We now know that emotions provide vital feedback and information about our world, spark creativity, aid decision making, enhance reasoning and strengthen trust and connection- all of which are crucial if we are to not just function but thrive as human beings.
In fact, the word emotion itself derives from the Latin word “motere” or “movere” meaning “to move”, to stir up, to agitate or to excite. Emotional intelligence leverages and expands on these ideas by proposing that thinking (including memory, judgment, reasoning) and emotions go together.
Emotions assist thinking and thinking can be used to analyse and regulate emotions. For example, anger signals the presence of an obstacle and gives one energy to fight. Fear is a survival emotion that protects from danger by taking our attention to possible threats. Trust flags the presence of a sense of safety and motivates one to open up to connections.
Thus, while emotions may be seen to disrupt thinking in some situations, they also signal where one’s attention needs to be directed in a given situation.
Some basic principles about emotions that are relevant to emotional intelligence are :
1. Emotions are information and present useful data about our worlds.
2. Decisions must incorporate emotions in order to be effective and lead to intended outcomes. For example, Reinhard & Schwartz have found that people in a less positive or even negative mood perceive truthful information more effectively than those in a positive mood.
3. We can try to ignore emotions but it doesn’t work, especially over long periods of time. Suppressing and hiding emotions takes up valuable mental energy that could have been directed at an important task and is highly stressful when continued for long.
4. We can try to hide emotions but are not as good at it as we might think. Most people are able to read tiny, fleeting changes in emotional expressions and interpret them correctly, such as identifying a fake smile by noticing the lack of movement of the eye muscles while smiling.
Given the above, dismissing or ignoring emotions may not be a realistic goal if we are to function healthily. Instead, it may be worthwhile to consider how we might use emotions intelligently so that they help us thrive.
Definition of Emotional Intelligence
Emotional intelligence (EI) is a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way. Several definitions of emotional intelligence have been proposed over the years.
One of the most popular definitions is “Emotional intelligence is the capacity for recognising our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships”
Just as intelligence is quantified and measured through Intelligence Quotient (IQ) emotional intelligence is indicated by Emotional Quotient or EQ.
Over decades of research, it has been established that EI is a distinct ability that does not share attributes with either personality or intelligence. Having certain personality traits does not automatically predispose one to have high or low emotional intelligence.
For example, while extroverts may feel energised by interacting with people and introverts share a preference for solitude, it does not automatically imply that extroverts are more emotionally intelligent than introverts. Similarly, having an ability to process information cognitively or intelligence, does not indicate one’s level of EI.
In addition, while personality and intelligence are relatively stable and resistant to change after the age of 18-20 years, EI comprises a dynamic component that has the potential to evolve and grow over time, as well as with targeted interventions.
“Emotional intelligence is learned. Unlike IQ, which is essentially fixed within narrow parameters at birth, EQ can be developed and enhanced. In other words, temperament is not destiny. Empathy and the capacity to understand the emotions of others can be nurtured.” In fact, several studies have shown that older participants tend to score higher on EI measures and may indicate that EQ increases with age and maturation.
Thus, in order to consider ‘the whole person’, emotional intelligence must be considered alongside personality and intelligence.
What Emotional Intelligence ‘is’ and is ‘not’
What emotional intelligence ‘is’:
- Being aware of oneself
- Being able to manage emotions
- Being socially aware
- Ability to manage interpersonal relationships by using emotions
- A field of scientific study
What emotional intelligence is ‘not’:
- Ignoring or suppressing emotions
- Allowing emotions to dominate thinking and decision making
- A permanent trait
- An indicator of cognitive and academic intelligence
- A person’s aptitude or interest
- Avoidance of conflict
- Best predictor of success in life
As Aristotle has put it, “ Anyone can become angry – that is easy, but to be angry with the right person and to the right degree and at the right time and for the right purpose, and in the right way – that is not within everybody’s power and is not easy”. Hence, getting aware of the emotions, and knowing proper ways to express emotions are crucial for success in life.
HISTORICAL DEVELOPMENT OF EMOTIONAL INTELLIGENCE
The concept of emotional intelligence has its roots in early psychologists’ conceptualisation of intelligence. Thorndike in 1920 proposed that intelligence is comprised of three distinct domains or classes:
(i) Abstract, analytic or verbal;
(ii) Mechanical, performance and visuo-spatial;
(iii) Social or practical.
Thorndike, thus, expanded on the traditional view of ‘intelligence’ as being purely cognitive by identifying several other kinds of intelligences. Specifically, his social/practical intelligence component indicates emotional intelligence aspect.
Howard Gardner (1983) further identified eight different abilities: musical-rhythmic, visual-spatial, verbal- linguistic, bodilykinesthetic, logical-mathematical, intrapersonal, interpersonal and naturalistic.
Here, the intrapersonal and interpersonal intelligences are related to aspects of emotional intelligence. Another psychologist, Sternberg (1985) talked about three types of intelligence such as analytical, creative and practical intelligence.
In all these notions of intelligence, we can see the building blocks of emotional intelligence – social intelligence, intrapersonal and interpersonal intelligences, and practical intelligence can all be said to reflect emotional intelligence abilities.
Salovey & Mayer are widely credited with first using the term ‘emotional intelligence’ in 1990. However, they themselves acknowledge that the term was used much earlier in passing in the 1960s in literary criticism and psychiatry and eventually in a dissertation by Payne in 1986.
The construct remained largely unknown until it attained popularity when Daniel Goleman published his book on the subject in 1995 and argued that ‘people with the highest levels of intelligence (IQ) outperform those with average IQs just 20 percent of the time, while people with average IQs outperform those with high IQs 70 percent of the time’.
His assertion that EI could predict job performance and success held intuitive appeal and since then, the concept has become extremely mainstream and received international attention among several domains such as mental health, business, education etc.
COMPONENTS OF EMOTIONAL INTELLIGENCE
Broadly, emotional intelligence can be viewed as having four interrelated components:-
1. Perceiving emotions: This is the basic ability to register and recognise emotions in ourselves and other people. People who are high in emotional intelligence are able to identify when they are experiencing a particular emotion and able to use their vocabulary to label the feeling.
For example, experiencing the sensation of “butterflies in the stomach” and knowing that they are feeling nervousness or anxiety. They are also sensitive to other people’s emotions and are able to see when someone is feeling angry, sad, happy or a range of other feelings by reading their facial expressions and body language. This is a fundamental skill because without recognising the experience of an emotion, it is very difficult to understand it or change it in any way.
2. Understanding emotions: This component refers to using the specific information that various emotions provide and knowing how that might affect their behavior. As discussed earlier, each emotion conveys distinct data to individuals about their environment and energizes one for action in a particular direction.
Emotionally intelligent people are able to ‘read’ this information and use it to guide their behaviour. For example, understanding that one’s anger at their friend may be a result of feeling unfairly treated by them. Understanding emotions in others is similar- observing that a sibling is hanging their head low and has reduced their interactions with others might indicate they are upset or sad about something
3. Managing emotions: When one recognises their emotions quickly and understands their meaning, it becomes relatively easier for them to think about the next steps regarding how to change them. This applies to the self as well as others. Recognising that one is feeling low and wanting to change that emotion may encourage one to make plans to go out for a movie or meet a friend they enjoy talking to or just talk to the person over phone.
A desire to reduce one’s anger may also lead to the use of deep breathing and relaxation strategies to calm oneself down. Similar tools may be used to help change emotions in others as well. For example, saying sorry or apologising to an angry friend may reduce anger or sadness. Listening to a sibling who is feeling sad may improve their mood.
4. Using emotions: The ability to use one’s emotions is more than just dealing with or managing emotions. It involves the skill of leveraging emotions to enhance our thinking, decision-making and relationships.
For example, concealing one’s nervousness about public speaking by using body language and hand gestures to show excitement instead so that the audience is more engaged. Channelizing anger at perceived injustice towards fighting for one’s legitimate rights is another example of using emotions and has been used extensively to bring about social changes and reforms for centuries.
RELATIONSHIP BETWEEN IQ AND EQ
When we use the word “intelligence”, usually we refer to cognitive intelligence or academic intelligence. However, there are other types of intelligences also such as social and emotional intelligence.
The most well known and referenced definition of intelligence is probably that of Wechsler’s – “intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment”.
The highest level of cognitive mental abilities is called general mental ability or ‘g’, which is thought to predict learnability and performance across domains. ‘g’ is further classified into fluid and crystallised forms of intelligence.
Fluid intelligence is a measure of the abilities of information processing and reasoning. Crystallized intelligence has to do with acquiring, retaining and organising information and is different from information processing.
Furnham, have explained this with the help of an analogy. If cognitive intelligence is a computer, fluid intelligence would be the information processor (computer chip) while crystallised intelligence is analogous to the information stored in memory (hard drive).
Having a high IQ does not automatically indicate a high EQ, while having a high EQ may indicate a high or average IQ at least and predict success at work better than IQ alone. While IQ can predict academic success, it may not necessarily lead to success in life; whereas EQ predicts success and effectiveness in life. Given the importance of emotional intelligence, it may be noted here that unlike intelligence, emotional intelligence can be increased through training at any age.
IQ can therefore be considered a minimum requirement or “threshold competence”, for example, in getting into an academic institute through an entrance exam or a job in an organization on the basis of degrees and certifications attained.
Success thereafter, is determined by many more varied skills that must be built upon this. Emotional competence needs to supplement intellectual competence. A sub-set of emotional intelligence, emotional competence is defined as “a learned capability based on emotional intelligence that results in outstanding performance at work”
For example, one may have adequate baseline emotional intelligence but will still need to learn the specific competency of empathy to influence relationships with peers or superiors for success. Goleman has proposed five emotional competencies such as Self awareness, Motivation, Self-regulation, Empathy and Social skills.
BENEFITS OF EMOTIONAL INTELLIGENCE
The concept of emotional intelligence has become very popular and is steadily gaining traction because of the many benefits it purports to offer to these who have this capacity. Some of these benefits are:
1. Allows individuals to tap into not just thinking capacities, but also leverage information and strengths that emotions bring.
2. Takes a realistic and practical view of emotions as opposed to traditional notions that encourage leaving emotions out of certain contexts and encourage unhealthy suppression.
3. Facilitates understanding of self and others, beyond superficial information.
4. Encourages and enables empathy so that the quality of interpersonal interactions improves.
5. Adds competitive advantage over just cognitive intelligence and technical skills so that individuals are able to pursue excellence and success using a range of intelligences.
6. Allows individuals more agency and control over which emotions they would like to experience more of and which ones they consider undesirable in a given situation and would like to switch from.
Conclusion
Emotional intelligence has emerged as an exciting domain of study over the last 30 years or so, even though usage of the term and recognition of related skills has been around for several decades. The term is composed of two units- emotion and intelligence and arises out of the synthesis of these seemingly incompatible domains. Emotions can influence thinking and in turn, thinking can be used to make sense of and employ emotions effectively.
It is now well established that the abilities that comprise emotional intelligence and are concerned with recognising, regulating and using emotions to drive effective decision-making are crucial to adaptive functioning and optimal performance. There has been much debate about its distinctiveness as a construct and mixed evidence for its exponential impact on performance when compared with cognitive intelligence.
However, when taken together with cognitive intelligence, especially in social tasks, emotional intelligence can boost the impact of the former and yield tangible results.
Receive Daily Updates
Recent Posts
- India’s telecom market has seen monopoly as well as hyper-competition.
- Twenty-five years ago, the government alone could provide services.
- Ten years later, there were nearly a dozen competing operators.
- Most service areas now have four players.
- The erstwhile monopolies, BSNL and MTNL, are now bit players and often ignored.
- India is ranked second globally—after China—in the number of people connected to the internet. However, it is also first in the number of people unconnected.
- Over 50% of Indians are not connected to the internet, despite giant strides in network reach and capacity.
- India’s per capita or device data usage is low. It has an impressive 4G mobile network. However, its fixed network—wireline or optical fibre—is sparse and often poor.
- 5G deployment has yet to start and will be expensive.
Context
Sunil Mittal, the chairman of Bharti Airtel, said recently that it would be “tragic” if India’s telecom-access market was to be reduced to only two competing operators. He was probably referring to the possible exit of the financially-stressed Vodafone Idea and the increasing irrelevance of government-owned operators, BSNL and MTNL. This would essentially leave the market to Reliance Jio and Airtel. A looming duopoly, or the exit of a global telecommunications major, are both worrying. They deserve a careful and creative response.
[wptelegram-join-channel link=”https://t.me/s/upsctree” text=”Join @upsctree on Telegram”]Thus Far
The reduced competition is worrying. Competition has delivered relatively low prices, advanced technologies, and an acceptable quality of services. These gains are now at risk. There is a long way to go in expanding access as well as network capacity.
The Indian Telecom Irony
Vodafone Tragedy
Filling the gaps in infrastructure and access will require large investments and competition. The exit of Vodafone Idea will hurt both objectives. The company faces an existential crisis since it was hit hardest by the Supreme Court judgment on the AGR issue in 2019, with an estimated liability of Rs 58,000 crore.
The closure of Vodafone Idea is an arguably greater concern than the fading role of BSNL and MTNL. The government companies are yet to deploy 4G and have become progressively less competitive. Vodafone Idea, on the other hand, still accounts for about a quarter of subscriptions and revenues and can boast of a quality network.
It has been adjudged the fastest, for three consecutive quarters, by Ookla, a web-service that monitors internet metrics. India can ill-afford to waste such network capacity. The company’s liabilities will deter any potential buyer.
Vodafone+MTNL+BSNL ?
A possible way out could be to combine the resources of the MTNL and BSNL and Vodafone Idea through a strategic partnership. Creative government action can save Vodafone Idea as well as improve the competitiveness of BSNL and MTNL.
It could help secure government dues, investment, and jobs. It is worth recalling here that, about 30 years ago, the Australian government’s conditions for the entry of its first private operator, Optus, required the latter to take over the loss-making government satellite company, Aussat. Similar out-of-the-box thinking may well be key to escape the looming collateral damage.
It is not trivial to expand competition in India’s telecom market. Especially since there are no major regulatory barriers to entry anymore. Any new private player will be driven largely by commercial considerations. Global experience suggests that well-entrenched incumbents have massive advantages. New players are daunted by the large investments—and much patience!—needed to set up networks, lure existing customers and sign new ones.
However, regulators and policymakers have other options to expand choice for telecom consumers. Their counterparts in mature regulatory regimes—e.g., in the European Union—have helped develop extensive markets for resale. Recognising the limited influence of smaller players, regulators mandate that the incumbent offer wholesale prices to resellers who then expand choice for end-users.
This has been virtually impossible in India. There is a near absence of noteworthy virtual network operators (VNOs) and other resellers. A key barrier to resale is India’s licence fee regime which requires licence-holders to share a proportion of their revenues with the government. Thus, resale could hurt exchequer revenues unless resellers are subject to identical levies. Understandably, the levies—and consequently additional reporting and compliance—is a disincentive for smaller players. The disincentive flows from levies based on revenues which comes with considerable costs of compliance. It would almost vanish if the levies were replaced by say, a flat fee computed objectively.
The ball is in the court of the regulator and the government. They have options. But will they take decisive action to exercise them? It will be ‘tragic’ if they can’t.
INTRODUCTION
Since most of the early scholars, researchers and historians were men, many aspects of society did not find a place in history books. For example, child-birth, menstruation, women’s work, transgenders, households etc. did not find much mention.
[wptelegram-join-channel link=”https://t.me/s/upsctree” text=”Join @upsctree on Telegram”]Rather than building a holistic picture of the past, some select aspects such as polity and the different roles of men became the central focus of history writing. Women were confined to one corner of the chapter where a paragraph or two was devoted to the ‘status and position of women’.
Even the details of these paragraphs were hardly different from each other. This made it look like as if history (and thereby society, polity, economy and all culture) belonged to men while women were only a small static unit to be mentioned separately. Of course, there were some exceptions, but these were however rare. This practice is being corrected now and the roles and presence of women are being read into all parts of historical questions.
SOURCES FOR UNDERSTANDING GENDER HISTORY
Sources are the bases of history writing. From simple pre-historic tools to abstruse texts, everything can be utilized to understand life and roles of women in history. The presence as well as the absence of women from sources needs to be duly noticed, deliberated and argued upon and only then to be theorised upon.
Certain objects being directly related to the lives of women or depicting the ideas of the female principle are of central importance. These include but are not limited to female figurines, art objects, texts attributed to or authored or compiled by women, monuments created by or for women, various objects relating to their lifestyle, objects associated with women on account of their cultural roles and so on.
It has been rightly pointed out by Uma Chakravarti that much of the gender history written in early phase was a ‘partial view from above’. This referred to the utilization of select textual sources and focused only on relational identity of women. There were, however, a few exceptions.
GENDER HISTORIOGRAPHY
Amongst the many narratives propagated to denigrate Indian civilization and culture by the British colonial rulers, the condition of Indian women became a point of central reference. Various social evils that made the life of women miserable were pointed out and efforts were also made to introduce ‘reforms.’ Sati, child-marriages, imposed widowhood, polygamy, dowry, educational and economic inequality, purdah (ghoonghat) and many other practices prevailed during the colonial period that made the life of women difficult and pitiable.
Some practices affected women of higher social and economic households while others led to misery for poorer women. Many social reform movements were started in the 19th century to address these issues and contributions were made by Indian reformers as well as British officials and other Europeans.
Women in India came to be treated as a homogeneous category and over generalisation became the norm. While many communities in India practised widow remarriage and did not practise (much less forced) sati and while some practised divorces or separation, the image of the Indian woman who had been subjugated as woman, wife and widow became a dominant theme in history writing.
Secondly, a western vision was placed over the non-western societies and hence interpretations were far removed from the context. For example, notion of stridhan was equated with dowry and little regard was paid to the provisions regarding its use and ownership by women.
The huge social stigma that came along with the selling of jewellery of the household (one of the main components of stridhan) was paid no attention to. Similarly, penal provisions listed by ancient texts for misappropriation of women’s property were not even looked into.
During the Paleolithic age, hunting and gathering was norm. However much importance was given to Hunting than gathering in all literature of history. Studies, however, show that hunted prey formed only 35% of the diet while gathering fruits and other edible material supplied the major portion. Gathering of food resources was ordinarily done by women. Since gathering was an important activity, more than hunting for game, it could point to significant role playing by women.
The gendered understanding of Harappan civilization is being built upon and various archaeological remains have been studied in this respect. The female figurines, idols of pregnant women, the statue of the ‘dancing girl’, various pieces of jewellery and personal belongings that have been discovered at various sites and offer useful insights on the public and private lives of women and men.
The statue of a girl obtained from Mohanjodaro has been called a ‘dancing girl’ on grounds of familiarity with the institution of devadasis in the later times. Such backward looking explanations are problematic.
There is a wide variety of terracotta female figurines that have been found at different sites right from the pre-Harappan times. Women figures are found suckling a baby, holding utensils, kneading dough, nursing infants, carrying objects like drums, seated figures for board games, with steatopygia (fat deposition on the hips and elsewhere), with floral head-dresses and in many other forms.
Even figurines of pregnant women are quite common. However, most of these have been uncritically associated with fertility, religiosity and reproductive ideas, and have been passed off as representations of the Mother Goddesses. While some of them were votive objects, others are held to be toys or other utilities. The focus on female form has been so stereotypical that women have been seen as associated only with home, hearth, fertility, sexuality and divinity. So much so that sometimes even male figurines in assumed womanly roles were classified as female figurines.
POSITION OF WOMEN IN EARLY INDIA
The first literary tradition in the Indian subcontinent (and the oldest in the world) is that of the Vedic corpus. From the four Samhitas to the Upanishads, we find many interesting references to women in various roles. Some of these women have left their mark on the cultural heritage to this day and are remembered in various ritual and social contexts. Their names, stories, some highly revered hymns, and other interesting facets are mentioned in the Vedic corpus.
The Vedic literature has been classified as Early Vedic and Later Vedic. The Rigvedic society and polity seems to be teeming with life and agro-pastoral economy was enmeshed in close kinship ties. Women as well as men participated in society, economy and polity. Some of the most revered hymns including the gayatri mantra are ascribed to women.
Various natural phenomena are depicted as Goddesses and they are offered prayers. While quantitative analysis highlights the predominance of Indra, Agni, Varuna and other male gods, the power and stature of the goddesses is equally well established.
Women participated in all three Vedic socio-political assemblies viz. Sabha, Samiti and Vidhata. They had access to education and were even engaged in knowledge creation. They could choose to be brahmavadinis with or without matrimony.
Hence, there is no reason to believe that they were only confined to home and hearth. T. S. Rukmani attempts to understand if women had agency in early India. Her work has highlighted many interesting details. The author acknowledges the fact that though the patriarchal set up put women at a loss, there were instances where women found space to exercise their agency.
She points out that though the texts like the Kalpasutras (Srautasutras, Dharmasutras and Grhasutras) revolved around the ideology of Dharma and there was not much space to express alternative ideas, still these works also find some leeway to express ideas reflecting changed conditions.
For example, there is a statement in the Apastamba Dharmasutra that one should follow what women say in the funeral samskaras. Stephanie Jamison believes that in hospitality and exchange relations, women played an important role. She says that the approval of the wife was important in the successful completion of the soma sacrifice. In another study it has been shown that women enjoyed agency in deciding what was given in a sacrifice, bhiksha to a sanyasin. The men had no authority in telling her what to do in these circumstances.
Vedic society was the one which valued marriage immensely. In such contexts, Gender Perspectives if a woman chose not to marry, then it would point to her exercising choice in her decision to go against the grain and remain unmarried.
Mention may be made of Gargi. She was a composer of hymns and has been called a brahmavadini. This term applies to a woman who was a composer of hymns and chose to remain unmarried, devoting herself to the pursuit of learning.
Similarly, in the case of Maitreyi, she consciously opts to be educated in the Upanishadic lore and Yajnavalkya does not dissuade her from exercising her choice.
The statement in the Rigveda that learned daughters should marry learned bridegrooms indicates that women had a say in marriage. Though male offspring is desired, there is a mantra in the Rigveda, recitation of which ensures the birth of a learned daughter.
Altekar refers to the yajnas like seethayagna, rudrayajna etc. that were to be performed exclusively by women. Some of the women were known for their exceptional calibre, for example, from the Rigveda Samhita we find mention of women like Apala, Ghosha, Lopamudra, Gargi, Maitreyi, Shachi, Vishwavara Atri, Sulabha and others.
Women have not only been praised as independent individuals but also with reference to their contributions towards their natal or marital families.
The Later Vedic literature shows the progression towards a State society with a change in the organization of the society and polity. The chief comes to be referred to as bhupati instead of gopati. However, within the twelve important positions (ratnis) mentioned, the chief queen retains a special position under the title mahisi.
The importance of the chief queen continued as gleaned from several references to them in the Epics, Arthashastra and even in coins and epigraphs from early historical times.
The other Samhitas also refer to women sages such as Rishikas. The wife is referred to as sahadharmini. Brahmanas or the texts dealing with the performance of the yajna (Vedic ritual), requires a man to be accompanied by his wife to be able to carry out rituals.
For example, Aitareya Brahmana looks upon the wife as essential to spiritual wholesomeness of the husband. However, there is a mention of some problematic institutions as well.
Uma Chakravarti has pointed towards the condition of Vedic Dasis (female servant/slave) who are referred to in numerous instances. They were the objects of dana (donation/gift) and dakshina (fee).
It is generally believed that from the post Vedic period the condition of the women steadily deteriorated. However, Panini’s Ashtadhyayi and subsequent grammatical literature speak highly of women acharyas and Upadhyayas.
Thus, the memory and practice of a brahmavadini continued even after the Vedic period. The Ramayana, Mahabharata and even the Puranas keep the memory of brhamavadini alive.
Mention may be made of Anasuya, Kunti, Damyanti, Draupadi, Gandhari, Rukmini who continued to fire the imagination of the poets. Texts show that the daughter of Kuni-garga refused marriage because she did not find anyone worthy of her.
The Epics also mention women whose opinions were sought in major events. For example, after the thirteen years of exile, while debating upon the future course of action regarding the restoration of their share, the Pandavas along with Krshna asks Draupadi for her views. Similarly, when Krishna goes to the Kaurava’s court to plead the case of Pandavas, Gandhari is called upon to persuade her sons to listen to reason.
Since a woman taking sanyasa was an act of transgression, one can explore women’s agency through such instances. In the Ramayana, Sabari, who was the disciple of Sage Matanga, and whose hermitage was on the banks of river Pampa was one such sanyasin.
Such women find mention in Smriti literature and Arthashashtra. Kautilya’s prohibition against initiating women into Sanyasa can make sense only if women were being initiated into sanyasa. He advises the king to employ female parivrajakas as spies.
Megasthenes mentions women who accompanied their husbands to the forest, probably referring to the Vanaprastha stage. Another category of literature called Shastras that comprises of sutras (aphorisms) and the smriti texts (‘that which is remembered’) becomes important in the postVedic period.
These textual traditions cover many subjects relating to the four kinds of pursuits of life referred to as purusharthas (namely dharma, karma, kama and moksha). In all these texts we find very liberal values and freedom for both women and men.
The setting up of a household is seen as an ideal for men as well as women (though asceticism for learning is equally praised for both). For example, Apastambha Sutra opines that rituals carried out by an unmarried man do not please the devatas (divinities). Similarly, Manusmriti provides that ‘for three years shall a girl wait after the onset of her puberty; after that time, she may find for herself a husband of equal status. If a woman who has not been given in marriage finds a husband on her own, she does not incur any sin, and neither does the man she finds’
Thus, we see that women enjoyed choice in matters of matrimony. It is interesting to note that unmarried daughters were to be provided for by the father. In fact, daughter is stated to be the object of utmost affection. Should a girl lose her parents, her economic interests were well looked after. It was provided that from their shares, ‘the brothers shall give individually to the unmarried girls, one-quarter from the share of each. Those unwilling to give will become outcastes’
With regards to defining contemporary attitude towards women, Apastambha Sutra prescribed that ‘All must make a way for a woman when she is treading a path.’ Later Dharmashastra also makes similar statements.
Yagnavalkyasmriti mentions that ‘women are the embodiment of all divine virtues on earth.’ However, there are several provisions that look problematic.
On one hand, we have reverence assigned to the feminine (divine and worldly) and important roles being played by them, on the other hand we have questionable provisions and descriptions like right to chastise them through beating or discarding.
The post-Vedic phase from 6th century BCE onwards is also rich in literary traditions with ample depictions of women. Interestingly, we have an entire body of literature that is ascribed totally to women who became Buddhist nuns. These are referred to as Therigathas i.e. the Songs of the Elder Bhikkhunis (Buddhist Women who joined the Sangha).
The Arthashastra Gender Perspectives gives us information on women who were engaged in economic activities of various kinds. They formed a part of both the skilled and the unskilled workforce. They were into professional as well as non-professional employment.
Some of their vocations were related to their gender, while the others were not. There were female state employees as well as independent working women. Similarly, some of them were engaged in activities which though not dependent on their biological constitution are nonetheless categorized as women’s domain, e.g. domestic services etc. Some of them were actual state employees, while some others were in contractual relations with the State. For example, we have female bodyguards and spies in the State employment.
Jaiswal suggests that these women perhaps came from Bhila or Kirata tribe. Female spies were not only to gather information and relay it to proper source, but also to carry out assassinations. However, a closer look at the text shows that there were different classes of female spies engaged for different purposes. Amongst others ‘women skilled in arts were to be employed as spies living inside their houses’. Others were required to work as assassins. Some were to the play the roles of young and beautiful widows to tempt the lust of greedy enemy.
We also have various Buddhist and Jaina traditions giving us some glimpses of the ideas and institutions of the times. Apart from the orthodox (Vedic and Brahmanic) and heterodox normative tradition we have many popular texts like the Epics in Sanskrit and Jatakas in Pali.
Even Prakrit language has many interesting narratives and poetic texts. The Therigatha by the Buddhist nuns are an interesting literary source that provides us with a glimpse of various women who attained arhantship or similar other stages of Realisation.
The deliberation on the age and deterioration of the body by Ambapali, the non-importance of sensual or bodily pleasures by Nanda, Vimla and Shubha etc points towards the intellectual and spiritual engagements and attainments of women.
It is interesting to note that an absolutely contrary picture is presented by the Jatakas wherein more often than not, women are depicted as evil. It is important to note that women were given an evil aura mostly in their roles as wives or beloveds.
Both the texts and the archaeological remains have been studied by various scholars and opposing interpretations are not rare. For example, on one side Sita (from Ramayana) and Draupadi (from Mahabharata) have been seen as victims of the patriarchal order; on the other hand, they are also represented as selfwilled women.
Draupadi after the game of dice presents herself as a forceful and articulate woman. It’s her wit that saves her husbands from becoming slaves of the Kauravas. Her incensed outrage at the attack on her modesty, her bitter lamentations to Krishna, her furious tirade against Yudhishthira for his seeming inability to defend her honour and many more such instances show her to be an aggressive woman. This persona is juxtaposed to her representations as an ideal wife elsewhere. However, Draupadi is never idealised as a perfect wife who endures the most severe trials without complaint. This honour is reserved for Sita in the Ramayana. She is also presented as a victim like Draupadi and voices her concern at her fate openly. However, her aggression is directed inwards as indicated by her action against the self which culminate in her union with the mother Earth.
Are the limited number of hymns ascribed to the Vedic women a signifier of their general status? Are the goddesses merely representational with no connection to the ideas and behaviour towards women? Did only princesses choose their spouses? Are the warrior women an exception? Such searching questions need to be addressed with due diligence.
While women studies are a good development there is a need to expand the horizons to include other varieties of human existence. We have narratives of fluid sexuality in various texts. The one year of Arjuna’s life spent as Brihallana and rebirth of Amba as Shikhandi are some interesting instances. The artefacts found at the site of Sheri Khan Tarakai include visibly hermaphroditic figurines. There is a need to understand the notions of the feminine, masculine, neuter, and other forms of gender and sexual identities. These will have ramifications for understanding the ideas of conjugality, family, community, society and even polity and spirituality.
CONCLUSION
Human civilisations were built by men as well as women, however, history writing has a huge male-bias. Women were confined to questions of status and position that were largely evaluated in terms of their roles in the domestic sphere.
Their treatment as wives and widows became a central focus of most research alongside their place in ritual or religious context. This made them peripheral to mainstream history. This was questioned by various scholars from time to time and led to the development of gendered understanding of history. Focusing attention on women’s history helps to rectify the method which sees women as a monolithic homogeneous category. Writing gender history has helped in building an image of the past that is wholesome and nuanced.