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Author: Ranjan Ghosh
Publisher: Springer
ISBN: 1137480262
Category : Education
Languages : en
Pages : 214
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Book Description
This book provides a radical rethinking of the prominent Indian thinker Rabindranath Tagore, exploring how his philosophy of education relates to the ideas of Western theorists such as Kant, Plato and Aristotle. Tagore's thoughts on pedagogy, university and formal education are subjected to a fascinating critique within Ghosh's transcultural framework, referencing a wide range of thinkers across varying time periods, places, and cultures, and developing a greater sensitivity to other traditions, languages, and forms of thinking and writing. The book changes the way we have so far thought about the educationist Tagore, and will be of interest to scholars and specialists of literature, Indian history, and philosophy of education. It is political, deeply philosophical and has a transcultural take on our understanding of a variety of issues relating to Tagore and to philosophy of education in general.
Author: Ranjan Ghosh
Publisher: Springer
ISBN: 1137480262
Category : Education
Languages : en
Pages : 214
Get Book
Book Description
This book provides a radical rethinking of the prominent Indian thinker Rabindranath Tagore, exploring how his philosophy of education relates to the ideas of Western theorists such as Kant, Plato and Aristotle. Tagore's thoughts on pedagogy, university and formal education are subjected to a fascinating critique within Ghosh's transcultural framework, referencing a wide range of thinkers across varying time periods, places, and cultures, and developing a greater sensitivity to other traditions, languages, and forms of thinking and writing. The book changes the way we have so far thought about the educationist Tagore, and will be of interest to scholars and specialists of literature, Indian history, and philosophy of education. It is political, deeply philosophical and has a transcultural take on our understanding of a variety of issues relating to Tagore and to philosophy of education in general.
Author: Helal Hossain Dhali
Publisher: Taylor & Francis
ISBN: 104000444X
Category : Education
Languages : en
Pages : 145
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Book Description
This book extends a comprehensive overview of the treatment of extremism in education in Bangladesh, using a study of perceptions among students to explore proactive measures for the prevention of various types and forms of extremism prevalent among youth. It offers a critical, holistic, and student-centred study of the role of formal education in shaping perceptions of extremism and intersectional differences among individuals, drawing on data from university students. The author employs post-colonial theory and multicultural educational approaches to highlight how understandings of extremism differ across young adults and policymakers. Ultimately, it demonstrates that students’ overall understanding of extremism is much broader than that of policymakers, and how understandings differ between male and female students at the intersection of rural and urban locations and socio-economic positions. As such, it foregrounds a need to involve and organize formal education as a proactive means to raise awareness and counter all forms of extremism, through incorporating specific teaching strategies into pedagogical practices to foster an anti-communalist, humanistic, critical multicultural, and cosmopolitan outlook among students. It will appeal to scholars and researchers with interests across multicultural education, comparative and international education, the sociology of education, extremism, and conflict and peace studies.
Author: Zehlia Babaci-Wilhite
Publisher: Springer
ISBN: 9811328803
Category : Education
Languages : en
Pages : 251
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Book Description
This book argues that integrating artistic contributions – with an emphasis on culture and language – can make Science, Technology, Engineering and Mathematics (STEM) subjects more accessible, and therefore promote creativity and innovation in teaching and learning at all levels of education. It provides tools and strategies for managing interdisciplinary learning and teaching based on successful collaborations between researchers, practitioners and artists in the fields of the Arts and STEM subjects. Based on contributions by educators, scientists, scholars, linguists and artists from around the globe, the book highlights how we can demonstrate teamwork and collaboration for innovation and creativity in STEAM subjects in the classroom and beyond. The book reflects the core of human rights education, using local languages and local knowledge through art as a tool for teaching human rights at school, and bringing to light questions on diversity, ecology, climate change, environmental issues, health and the future of human beings, as well as power relations between non-dominant (minorities) and dominant (the majority) groups in society.
Author: Arnab Bhattacharya
Publisher: Routledge
ISBN: 1317619412
Category : Performing Arts
Languages : en
Pages : 285
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Book Description
This is the first volume to focus specifically on Rabindranath Tagore’s dramatic literature, visiting translations and adaptations of Tagore’s drama, and cross-cultural encounters in his works. As Asia’s first Nobel Laureate, Tagore’s highly original plays occupy a central position in the Indian theatrescape. Tagore experimented with dance, music, dance drama, and plays, exploring concepts of environment, education, gender and women, postcolonial encounters, romantic idealism, and universality. Tagore’s drama plays a generous host to experimentations with new performance modes, like the writing and staging of an all-women play on stage for the first time, or the use of cross-cultural styles such as Manipuri dance, Thai craft in stage design, or the Baul singing styles. This book is an exciting re-exploration of Tagore’s plays, visiting issues such as his contribution to Indian drama, drama and environment, feminist readings, postcolonial engagements, cross-cultural encounters, drama as performance, translational and adaptation modes, the non-translated or the non-translatable Tagore drama, Tagore drama in the 21st century, and Indian film. The volume serves as a wide-ranging and up-to-date resource on the criticism of Tagore drama, and will appeal to a range of Theatre and Performance scholars as well as those interested in Indian theatre, literature, and film.
Author: Xicoténcatl Martínez Ruiz
Publisher: BRILL
ISBN: 9004398066
Category : Education
Languages : en
Pages : 104
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Book Description
Time for Educational Poetics address a discussion of today’s philosophy of education and educational research: educational poetics is not limited to a theoretical construction, but rather focuses on creative, imaginative and poetic experience, to being recreated in the teaching-learning process.
Author: Birgit Mara Kaiser
Publisher: Routledge
ISBN: 1317681983
Category : Literary Criticism
Languages : en
Pages : 210
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Book Description
Over the past decade ‘singularity’ has been a prominent term in a broad range of fields, ranging from philosophy to literary and cultural studies to science and technology studies. This volume intervenes in this broad discussion of singularity and its various implications, proposing to explore the term for its specific potential in the study of literature. Singularity and Transnational Poetics brings together scholars working in the fields of literary and cultural studies, translation studies, and transnational literatures. The volume’s central concern is to explore singularity as a conceptual tool for the comparative study of contemporary literatures beyond national frameworks, and by implication, as a tool to analyze human existence. Contributors explore how singularity might move our conceptions of cultural identity from prevailing frameworks of self/other toward the premises of being as ‘singular plural’. Through a close reading of transnational literatures from Ireland, Germany, the Netherlands, France, and South Africa, this collection offers a new approach to reading literature that will challenge a reader’s established notions of identity, individuality, communicability, and social cohesion.
Author: Ian Almond
Publisher: Routledge
ISBN: 1000407136
Category : Literary Criticism
Languages : en
Pages : 183
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Book Description
What would world literature look like, if we stopped referring to the “West”? Starting with the provocative premise that the “‘West’ is ten percent of the planet”, World Literature Decentered is the first book to decenter Eurocentric discourses of global literature and global history – not just by deconstructing or historicizing them, but by actively providing an alternative. Looking at a series of themes across three literatures (Mexico, Turkey and Bengal), the book examines hotels, melancholy, orientalism, femicide and the ghost story in a series of literary traditions outside the “West”. The non-West, the book argues, is no fringe group or token minority in need of attention – on the contrary, it constitutes the overwhelming majority of this world.
Author: Ranjan Ghosh
Publisher: Routledge
ISBN: 1317576675
Category : Literary Criticism
Languages : en
Pages : 196
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Book Description
Critiquing the politics and dynamics of the transcultural poetics of reading literature, this book demonstrates an ambitious understanding of the concept of the poet across a wide range of traditions – Anglo-American, German, French, Arabic, Chinese, Sanskrit, Bengali, Urdu – and philosophies of creativity that are rarely studied side by side. Ghosh carves out unexplored spaces of negotiation and intersections between literature, aesthetics and philosophy. The book demonstrates an original method of ‘global comparison’ that displaces the relatively staid and historicist categories that have underpinned comparative literature approaches so far, since they rarely dare stray beyond issues of influence and schools, or new 'world literature' approaches that affirm cosmopolitanism and transnationalism as overarching themes. Going beyond comparatism and reformulating the chronological patterns of reading, this bold book introduces new methodologies of reading literature to configure the concept of the poet from Philip Sidney to T. S Eliot, reading the notion of the poet through completely new theoretical and epistemic triggers. Commonly known texts and sometimes well-circulated ideas are subjected to refreshing reading in what the author calls the ‘transcultural now’ and (in)fusionised transpoetical matrices. By moving between theories of poetry and literature that come from widely separated times, contexts, and cultures, this book shows the relevance of canonical texts to a theory of the future as marked by post-global concerns.
Author: H. B. Mukherjee
Publisher: Taylor & Francis
ISBN: 100008132X
Category : Education
Languages : en
Pages : 468
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Book Description
This volume is the first comprehensive exploration of Rabindranath Tagore’s works on education and pedagogy. It presents a valuable account of the creation of Santiniketan and Visva-Bharati, Tagore’s vision of social regeneration, and his rejection of the colonial scheme; while reflecting on significant events of his life and his ideas. The book evaluates Tagore’s unique contribution to education and discusses his views on fundamental issues, such as aim, method, discipline, and medium. It reinforces for readers today the relevance of his experiments and activities in the field of education. Drawing from various sources, the book also offers bibliographic information on Tagore’s writing on education. This new edition with a new Introduction and Foreword will be of immense value to educationists, teachers, policymakers, and those interested in modern Indian history and the philosophy of education.
Author: Krishna Kumar
Publisher: Routledge
ISBN: 131732563X
Category : Education
Languages : en
Pages : 261
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Book Description
In retracting from the popular view that India’s modern educational policy was shaped almost entirely by Macaulay, this incisive work reveals the complex ideological and institutional rubric of the colonial educational system. It examines its wide-ranging and lasting impact on curriculum, pedagogy, textbooks, teachers’ role and status, and indigenous forms of knowledge. Recounting the nationalist response to educational reforms, the book reinforces three major quests: justice as expressed in the demand for equal educational opportunities for the lower castes; self-identity as manifest in the urge to define India’s educational needs from within its own cultural repertoire; and the idea of progress based on industrialization. An exceptional contribution to educational theory, including a nuanced discussion of caste, gender and girls’ education, this book will be invaluable to teachers, scholars and students of education, modern Indian history and sociology of education, and policy makers.
