February 22, 2017

Aesthetics, Politics, Pedagogy and Tagore: A Transcultural by Ranjan Ghosh

By Ranjan Ghosh

This booklet presents an intensive rethinking of the fashionable Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the tips of Western theorists equivalent to Kant, Plato and Aristotle. Tagore's suggestions on pedagogy, college and formal schooling are subjected to a desirable critique inside Ghosh's transcultural framework, referencing a variety of thinkers throughout various time classes, areas, and cultures, and constructing a better sensitivity to different traditions, languages, and varieties of pondering and writing. The e-book alterations the way in which we've got up to now considered the educationist Tagore, and may be of curiosity to students and experts of literature, Indian historical past, and philosophy of schooling. it truly is political, deeply philosophical and has a transcultural tackle our knowing of numerous concerns in terms of Tagore and to philosophy of schooling in general.

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The government needs to account before the people rather than answer the demands of a mere clutch of educated Indians. Tagore laments how Indians have been responsible themselves to ensure the downslide of education where access to education is only about ensuring a job and completely oblivious to its potential in the formation of humanity and humaneness (322). If education since the first day that a child goes to school is not directed to such an end, Tagore fears our extinction is certain – we shall desiccate in mind, material, character and culture.

24, No. , 1994), 251–78 (Heine 1994). There is a complicated dialectic between kal (past), kaal (time) and aaj–kal (present/ now-past)—itihasa in its dialectical and fictive incarnation, in intricate temporality, and as presence and presentification. Raimundo Panikkar notes that ‘Adverbs of time, such as yesterday and tomorrow, the day before yesterday and the day after tomorrow, three days before and three days later, are in each 1 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. IN AND OUT OF TIME: THE HUNGRY ARTIST 35 case the same word in Hindi, the essential point being the distance from the center without giving priority to an orientation toward the past or the future’.

Lord Macaulay’s dominant emphasis on Western education or English as a medium of instruction (advocated in his famous Minute, English Education Act of 1835) was not delivering any desired returns. Educated Indians vied for too few jobs and the growing unemployment (‘discontented horde of officer seekers’72) generated a massive disillusionment with British Raj’s educational policies. This fuelled nationalist sentiments and, anticoloniality was built on the accusation that much of the effective resources of education were held in check and the Indian educational system under the British colonial rule was not provided with sufficient nourishment in the post-Hunter commission years.

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