CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Education and structures of moral formation: The limits of liberal education in India
Tác giả
Srinivasan S.
Năm xuất bản
2018
Source title
Critical Humanities from India: Contexts, Issues, Futures
Số trích dẫn
0
DOI
10.4324/9781351234948
Liên kết
Tóm tắt
The existing diagnoses of the crisis in the humanistic institution of the university in India share a puzzling feature: they do not talk about the core concepts of education at all. Instead, they are about institutional faults, bureaucratic apathy, lack of funding and infrastructure, the dullness of the Indian student or the divided nature of the social fabric and issues of social justice - factors that are external to education. This is in marked contrast to the Western scholarship on the university where the crisis is discussed in terms of the idea of liberal education, the importance of cultural inheritance and the centrality of humanities to the formation of the student. What explains this conspicuous difference? Rather than seek answers in external factors and fault-finding narratives, I argue that we must look into the very conception of education (and the cluster of concepts associated with it) that we have taken as self-evident. Probing into the deep intellectual-cultural roots of liberal education and the category habit/lines of thinking that have come to govern this model, I explore its effects and limits when transplanted into the Indian context. Further, I show that Gandhi and Tagore locate the crisis in the cultural difference between Europe and India and grasp the disjunctive role played by the European model in the Indian context. They provide us with the diagnosis that the contemporary scholars entirely miss: the crisis in education is a crisis in education and learning. © 2018 selection and editorial matter, D. Venkat Rao individual chapters, the contributors.
Từ khóa
Tài liệu tham khảo
Agarwal P., Indian Higher Education: Envisioning the Future., (2009); App U., The Birth of Orientalism., (2010); Aristotle, Nicomachean Ethics., (2004); Balagangadhara S.N., Comparative Anthropology and Action Sciences: An Essay on Knowing to Act and Acting to Know, Philosophica, 40, 2, pp. 77-107, (1987); Balagangadhara S.N., Comparative Anthropology and Moral Domains: An Essay on Selfless Morality and the Moral Self, Cultural Dynamics, 1, 1, pp. 98-128, (1988); Balagangadhara S.N., ‘The Heathen in His Blindness…’: Asia, the West, and the Dynamic of Religion., (1994); Balagangadhara S.N., How to Speak for the Indian Traditions: An Agenda for the Future, Journal of the American Academy of Religion, 73, 4, pp. 987-1013, (2005); Balagangadhara S.N., On Experience Occluding Structures, Comparative Science of Cultures, (2005); Beiser F., The Romantic Imperative: The Concept of Early German Romanticism., (2003); Bilgrami A., What Is a Muslim? Fundamental Commitment and Cultural Identity, Critical Inquiry, 18, 4, pp. 821-842, (1992); Bilgrami A., Gandhi, the Philosopher, Economic and Political Weekly, 38, 39, pp. 4159-4165, (2003); Bilgrami A., Foreword, Gandhi and Revolution, (2012); Bloom A., The Closing of the American Mind: How Higher Education Has Failed Democracy and Impoverished the Souls of Today’s Students., (1987); Chakrabarty D., Provincializing Europe: Postcolonial Thought and Historical Difference., (2000); Chatterjee P., The Nation and Its Fragment: Colonial and Post-Colonial Histories., (1993); Chatterjee P., Institutional Context of Social Science Research in South Asia, Economic and Political Weekly, 37, 35, pp. 3604-3612, (2002); Chatterjee P., Social Science Research Capacity in South Asia: A Report, 6, (2002); Claerhout S., “Losing My Tradition”: Conversion, Secularism and Religious Freedom in India, (2010); Derrida J., Eyes of the University: Right to Philosophy 2., (2004); Deshpande S., Declining Simplistic Narratives, Economic and Political Weekly, 43, 5, pp. 25-28, (2008); Dhareshwar V., Re-Figuring Culture: History, Theory, and the Aesthetic in Contemporary India, pp. 194-206, (2005); Dhareshwar V., Adhyasa and the “I”: On Some Aspects of Stereotypes, (2008); Dhareshwar V., Politics, Experience and Cognitive Enslavement: Gandhi’s Hindswaraj, Economic and Political Weekly, 45, 12, pp. 51-58, (2010); Dhareshwar V., Framing the Predicament of Indian Thought: Gandhi, the Gita, and Ethical Action, Asian Philosophy: An International Journal of the Philosophical Traditions of the East, 22, 3, pp. 257-274, (2012); Dhareshwar V., Truth or Fact? Reframing the Gandhi-Tagore Debate, A draft paper Presented at Convergences and Divergences: The Gandhi-Tagore Correspondence, an International Symposium organised by Bangalore Human Sciences Initiative in association with Srishti School of Art, Design and Technology, Bangalore and Indian Council for Philosophical Research, (2013); Dhareshwar V., Understanding the “Semblance of Objectivity”: Critique, Genealogy and Ethical Action, International Journal of Social Sciences and Humanities, 2, 1, pp. 31-49, (2013); Dumont L., German Ideology: From France to Germany and Back., (1994); Foucault M., About the Beginning of the Hermeneutics of the Self, Religion and Culture, pp. 158-181, (1999); Foucault M., Technologies of the Self, Ethics: Subjectivity and Truth (Essential Works of Michel Foucault, 1, pp. 207-222, (2000); Foucault M., The Hermeneutics of the Subject: Lectures at the Collège de France, 1981-1982., (2005); Gadamer H.-G., Truth and Method., (2004); Gandhi M.K., Gandhi: ‘Hind Swaraj’ and Other Writings., (1997); Gandhi M.K., The Poet and the Charkha, The Mahatma and the Poet: Letters and Debates between Gandhi and Tagore, 1915-1941, pp. 125-129, (1997); Gelders R., Derde W., Mantras of Anti-Brahmanism: Colonial Experience of Indian Intellectuals, Economic and Political Weekly, 38, 43, pp. 4611-4617, (2003); Gillespie M.A., The Theological Origins of Modernity., (2008); Grant C., Observations on the State of Society Among the Asiatic Subjects of Great Britain: Particularly with Respect to Morals: And on the Means of Improving It., (1813); Great B., First Report from the Select Committee of the House of Lords, Appointed to Inquire Into the Operation of the Act 3 & 4 Will. 4, C. 85, for the Better Government of Her Majesty’s Indian Territories…: Together With the Minutes of Evidence and Appendix., (1852); Hamann J.G., Metacritique on the Purism of Reason, What Is Enlightenment: Eighteenth Century Answers and Twentieth-Century Questions, pp. 154-167, (1996); Harrison P., ‘Religion’ and the Religions in the English Enlightenment., (1990); Hegel G.W.F., Phenomenology of Spirit., (1998); Herder J.G., Herder: Philosophical Writings., (2002); Humboldt W., On the Spirit and the Organisational Framework of Intellectual Institutions in Berlin, Minerva, 8, pp. 242-250, (1970); Humboldt W., Theory of Bildung, Teaching as a Reflective Practice: The German Didaktik Tradition, pp. 57-62, (2000); Jones W., The Works of Sir William Jones: With the Life of the Author by Lord Teignmouth., 7, (1807); Joseph S., Modernity and Its Critics: A Discussion of Some Social and Political Theorists, Political Ideas in Modern India: Thematic Explorations, 10, 7, pp. 419-436, (2006); Kant I., An Answer to the Question: What Is Enlightenment?, What Is Enlightenment? Eighteenth-Century Answers and Twentieth-Century Questions, pp. 58-64, (1996); Kant I., Groundwork for the Metaphysics of Morals., (2002); Kant I., On Education., (2003); Kant I., Idea for a Universal History from a Cosmopolitan Perspective, Toward Perpetual Peace and Other Writings on Politics, Peace and History, pp. 3-16, (2006); Kaviraj S., In Search of Civil Society, Civil Society: History and Possibilities, pp. 287-323, (2001); Khurana P., Singhal P.K., Higher Education: Quality and Management., (2010); King R., Orientalism and Religion: Postcolonial Theory, India and ‘the Mystic East’., (1999); Koselleck R., The Practice of Conceptual History: Timing History, Spacing Concepts., (2002); Kumar K., Political Agenda of Education: A Study of Colonialist and Nationalist Ideas., (2005); Kumar K., Quality in Education: Competing Concepts, Contemporary Education Dialogue, 7, 1, pp. 7-18, (2010); Mandair A.-P.S., Religion and the Specter of the West: Sikhism, India, Postcoloniality, and the Politics of Translation., (2009); Mani L., Contentious Traditions the Debate on Sati in Colonial India., (1998); Martin D., What I Really Said About Secularisation, Dialog, 46, 2, pp. 139-152, (2007); McDonald E.E., English Education and Social Reform in Late Nineteenth Century Bombay: A Case Study in the Transmission of a Cultural Ideal, The Journal of Asian Studies, 25, 3, pp. 453-470, (1966); Mehta P.B., Democracy, Disagreement and Merit, Economic and Political Weekly, 41, 24, pp. 2425-2427, (2006); Mehta U.S., Gandhi on Democracy, Politics and the Ethics of Everyday Life, Modern Intellectual History, 7, 2, pp. 355-371, (2010); Nandy A., Recovery of Indigenous Knowledge and Dissenting Futures of the University, The University in Transformation: Global Perspectives on the Futures of the University, pp. 115-123, (2000); Nandy A., The Politics of Secularism and the Recovery of Religious Tolerance, Time Warps: Silent and Evasive Pasts in Indian Politics and Religion, pp. 61-88, (2002); Niranjana T., Siting Translation History, Post-Structuralism, and the Colonial Context., (1992); Nussbaum M., Cultivating Humanity: A Classical Defense of Reform in Liberal Education., (1997); Oddie G., Imagined Hinduism: British Protestant Missionary Constructions of Hinduism, 1793-1900., (2006); Pelikan J., The Idea of the University: A Reexamination., (1992); Rao N., A Semiotic Reconstruction of Ryle’s Critique of Cartesianism., (1994); Rao N., A Meditation on the Christian Revelations, Cultural Dynamics, 8, 2, pp. 189-209, (1996); Rao N., Culture as Learnables, Manuscrito, 25, 2, pp. 465-488, (2002); Schiller J.C.F., Letters Upon the Aesthetic Education of Man., (2005); Seth S., Subject Lessons: The Western Education of Colonial India., (2007); Shah A.M., Higher Education and Research: Roots of Mediocrity, Economic and Political Weekly, 40, 22-23, pp. 2234-2242, (2005); Singh A., Academic Standards in Indian Universities: Ravages of Affiliation, Economic and Political Weekly, 38, 30, pp. 3200-3208, (2003); Srinivasan S., In Search of a Concept of Education: Liberal Education and the Case of India, International Journal of Social Sciences and Humanities, 2, 1, pp. 1-30, (2013); Tagore R., An Eastern University, The English Writings of Rabindranath Tagore: Essays, 4, pp. 639-658, (2007); Tagore R., The Centre for Indian Culture or Visva-Bharati, The English Writings of Rabindranath Tagore: Essays, 4, pp. 515-548, (2007); Tagore R., The Problem of Self, The Essential Tagore, pp. 159-169, (2011); Tagore R., Objectives of Visva-Bharati, (2015); Taylor C., Hegel., (1975); Tharu S.J., Subject to Change: Teaching Literature in the Nineties., (1998); Tilak J.B.G., Knowledge Commission and Higher Education, Economic and Political Weekly, 42, 8, pp. 630-633, (2007); Vaidyanathan A., An Overview, Economic and Political Weekly, 43, 5, pp. 21-24, (2008); Varela F.J., Ethical Know-How: Action, Wisdom, and Cognition., (1999); Viswanathan G., Masks of Conquest: Literary Study and British Rule in India., (1989); Wilks M., Report on the Interior Administration, Resources, and Expenditure of the Government of Mysoor: Under the System Prescribed by the Orders of the Governor General in Council, Dated 4th September 1799., (1805); Young R.F., Jepanecan E., The Bible Trembled: The Hindu-Christian Controversies of Nineteenth-Century Ceylon., (1995)
Nơi xuất bản
Taylor and Francis
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus