The rapid development of physics, the result of observations made and ideas introduced within the last few decades, has brought about a change in the whole system of physical concepts. This fact is common knowledge, and has already attracted the attention of philosophers. It is less well known that geometry too has had its crises, and undergone a reconstruction. For centuries, so-called “geometrical intuition” was used as a method of proof. In geometrical demonstrations, certain steps were allowed because they were (...) “self-evident,” because the correctness of the conclusion was “shown by the adjoined diagram,” etc. A crisis occurred in geometry because such intuition proved to be untrustworthy. Many of the propositions regarded as self-evident or based upon the consideration of diagrams turned out to be false. And so Euclidean geometry was reconstructed by methods free from all intuitive elements and strictly logical in nature. Moreover, for more than a century, various other geometries have been devised purely as logical constructions. Since they start with assumptions different from those of Euclid, and lead to conclusions partly in contradiction with his theorems, they are called “non-Euclidean.” Nevertheless, each one of these geometries is a closed system of propositions exempt from contradiction. Recently, some of them have even found application in physics. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Rabindranath Tagore is remembered today chiefly as a poet, and his fame as a poet has often eclipsed his great contributions to other fields of literature and life — especially education. Tagore pondered deeply on the fundamental problems of education — aims, curriculum, method, discipline, values and medium — and wrote and experimented on them freely and extensively. Tagore is perhaps the only literary genius in contemporary history who devoted a major part of his life to thinking about education and (...) creating an educational institution of international significance. Also, the institution he created at Santiniketan proved to be the most global and sustainable among the progressive educational institutions launched by individual thinkers such as Froebel and Russell. This edition revives a classic work, the first comprehensive, full-length account of Tagore’s educational thought and activity, commemorating his 150th birth anniversary. It presents a detailed chronological survey of Tagore’s educational writings and institutional activities in the perspective of his life and thought in general. The book also contains a detailed review and critical discussion on almost all major aspects of his educational work. Through an overall evaluation of Tagore’s unique contribution to education and his message to the world, it seeks to correct some common misconceptions that have existed from time to time about Santiniketan and Visva-Bharati. The book will help form a more complete view of Tagore’s life and work, filling as it does the gaps and voids in the literature that has grown around him, and reinforcing its relevance today. It will be of value to educationists, teachers, policymakers, those interested in modern Indian history and philosophy of education._ _. (shrink)