Download e-book for kindle: Aesthetics, Politics, Pedagogy and Tagore: A Transcultural by Ranjan Ghosh

By Ranjan Ghosh

ISBN-10: 1137480254

ISBN-13: 9781137480255

ISBN-10: 1137480262

ISBN-13: 9781137480262

This booklet offers a thorough rethinking of the admired Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the information of Western theorists reminiscent of Kant, Plato and Aristotle. Tagore's strategies on pedagogy, collage and formal schooling are subjected to a desirable critique inside of Ghosh's transcultural framework, referencing a variety of thinkers throughout various time classes, locations, and cultures, and constructing a better sensitivity to different traditions, languages, and kinds of considering and writing. The ebook adjustments the way in which we now have to this point 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 figuring out of a number of concerns on the subject of Tagore and to philosophy of schooling in general.

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Additional resources for Aesthetics, Politics, Pedagogy and Tagore: A Transcultural Philosophy of Education

Example text

The ‘dead angularities’ to which humans adapt is a sort of surrender of lives at source to an authoritarian system, that, in the words of Lewis Mumford, ‘gives back as much of it as can be mechanically graded, quantitatively multiplied, scientifically sorted, technically conditioned, manipulated, directed, and socially distributed under supervision of a centralized bureaucracy’. 9 Conscious of the right to be alive, Tagore ensured that his ashram-school allowed a life far removed from the pentagon of power – inspiring other possibilities of ‘revealing’.

A. V. Gaponov-Grekov and M. I. Rabinovich, Nonlinearities in Action: Oscillations, Chaos Order, Fractals (Berlin: Springer, 1992), 8 (GaponovGrekov and Rabinovich 1992). J. Crilly & R. A Earnshaw & H. Jones (eds) Fractals and Chaos (New York: Springer, 1991) (Crilly et al. 1991). Karen Barad, ‘Diffracting Diffraction: Cutting Together-Apart’, Parallax, Vol. 20, No. 3, (2014), 168 (Barad 2014). Tagore writes, ‘The tradition which is helpful is like a channel that helps the current to flow. It is open where the water runs onward, guarding it only where there is danger in deviation.

However, under the reality of becoming slaves to enlightenment – tutored and domesticated – the acts of revisioning the teacher, and, hence, the principles 1 IN AND OUT OF TIME: THE HUNGRY ARTIST 21 of learning were always going to be difficult. It is in the post-endist thinking about education – the reconstructed metaphysics of ‘return of learning’ – that the teacher and the philosopher become not simple pure reason. Teachers are not meant to serve the ends of human reason alone; they exist, as Immanuel Kant has argued, ‘nowhere’.

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

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