Papers presented in two seminars organized by Centre for Sri Aurobindo Studies, during 2004 and 2005, held at Calcutta, India; on the philosophy and thoughts of Aurobindo Ghose, 1872-1950, philosopher, and writer from India.

This book focuses on moral and political education and critically engages with educational issues from a philosophical perspective. It engages with questions of moral education as well as questions about citizenship education, to address apprehensions on learning in a liberal democracy while parallelly invoking issues from within the curriculum, the school environment and teacher-student relationship. With contributions from renowned philosophers and educationists, this volume discusses themes like civic education and liberal democracy; toleration and freedom; Tagore's conception of the moral and (...) political self; key issues in moral education; cosmopolitanism, compassion, care ethics and moral purpose of schooling; to revisit and rethink some foundational questions related to education, curriculum and pedagogy. This volume will be essential reading for educationists and educators, and will be important for scholars and researchers of philosophy of education, education, teacher education and school education. (shrink)

As an epistemological perspective, 'nomadism' is an emerging field of scholarship, offering intersectionality with eco-criticism, feminism, post-colonialism, migration studies, and translation. Much of the scholarship that uses the precepts of nomadism to read cultural texts and phenomena is scattered as separate articles in academic journals or as single chapters in books wherein the primary focus is the intersectional fields. Few book-length publications solely focus on the ramifications of nomadism; Posthumanist Nomadisms across non-Oedipal Spatiality fills that void. The fifteen chapters in (...) this volume explore the possibilities offered by the nomadic perspective to explore a wide range of literary and cultural texts; organized into three sections, "Nomadic Assemblages," "Non-Oedipal Cartographies", and "Space-Time Montages", that work as one to negate absorption into the interiority of sovereign territory. These sections are not an attempt at corralling the nomadic spirit into separate enclosures; instead, they are bands of warriors that operate the violence of the hunted animal, dehumanized human others, and earth others. The chapters are in constant multi-vocal conversations with narratives that camp on the turbulent weathers of global transitory spaces. They charter real or intellectual turfs of interstitial/rhizomatic nomadic epistemologies as political resistance to the exclusionary practices of a violently wired world. This book will appeal to post-graduate students, researchers, and faculty in the departments of literature, comparative literary and cultural studies. Researchers in sociology, cultural anthropology, gender studies, and migration studies will also find the material applicable to the expanding approaches available in their fields. (shrink)

In 1997, the DfEE suggested that schools should consider 'setting' pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The (...) findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross-age, tended to reflect the nature of the class structures within the school. (shrink)

The Way of Siddhartha: a life of the Buddha. David J. and Indrani Kalupahana. Shambhala, Boulder [now Boston] 1982. Distributed by Routledge & Kegan Paul, London. xiii + 238pp. $9.00/£5.95.

I had known Professor David Kalupahana for over fifty years. David, his wife Indrani, my wife, and I were undergraduates at the same time at the University of Ceylon, Peradeniya. He was, of course, senior to us. David and I lived in the same hall of residence and used to meet frequently at breakfast and dinner. Even as an undergraduate, David evinced a great interest in Buddhism and philosophy. I recall that one of his earliest articles that he sent (...) to the students’ magazine was on the idea of causality in Buddhism, an idea which was to be comprehensively explored in his magnum opus. Many of us knew instinctively that he would end up as a university professor; what we did not know then is that he would emerge as a .. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Feminist Studies 46, no. 2. © 2020 by Feminist Studies, Inc. 403 Gyanendra Pandey Men in the Home: Everyday Practices of Gender in Twentieth-Century India This article responds to a call by feminist historians of South Asia to attend to the “complex experience of family” as conditioned by age, gender, and class, and the ordinary “daily practices of gender” in the domestic arena.1 My essay focuses on the comparatively (...) neglected aspect of men’s domesticity—their performance of life in the home—as revealed in the writings and practices of prominent nationalist thinkers and activists who lived and worked in an era of militant anticolonial agitation in India. The domestic sphere, with its assigned gender roles and routines, was at the heart of major debates between the colonizers and the colonized about the meaning of culture and enlightenment. “Among rude people, the women are generally degraded; among civilized people they are exalted,” James Mill declared, in his classic statement on domestic manners.2 From Mill, writing in the second decade of the nineteenth century, to Katherine Mayo in the third decade of the twentieth, colonialist 1. Indrani Chatterjee, introduction to Unfamiliar Relations: Family and History in South Asia, ed. Indrani Chatterjee (Delhi: Permanent Black, 2004), 4; Mrinalini Sinha, “A Global Perspective on Gender: What’s South Asia Got to Do with It?” in South Asian Feminisms, ed. Ania Loomba and Ritty A. Lukose (Durham: Duke University Press, 2012), 359. 2. James Mill, The History of British India, 4th ed. (1817), edited by H. H. Wilson, vol. 1 (London: James Madden, 1848), 309. 404 Gyanendra Pandey writers dredged up the condition of women, familial relations, and domestic life in India to demonstrate the necessity of colonialist-initiated improvement and reform.3 Colonial rule thus provided the impetus for “a thoroughgoing re-evaluation of Indian ‘tradition’ along lines more consonant with [a] ‘modern’ economy and society.”4 Faced with insistent colonial critique, nationalist reformers and thinkers set out to controvert suppositions about the fallen state of Indian women and the oppressiveness of Indian homes. They also further sought to ameliorate conditions where these had deviated from their version of a glorious past. The Hindi/Urdu writer Premchand sums up the nationalist rebuttal in a 1931 essay entitled “Nari-jati ke adhikar” (“The Rights of Women”): “In fact, the Indian woman has always been considered the goddess of the home, and she has a higher status than men in the society.” For a variety of reasons, Premchand suggests, women fell from this preeminent position over time and men began to appropriate the established rights of women. “But,” he concludes, “the [new] wave of nationalism and enlightenment that has arrived now will obliterate all these [gender] distinctions, and our mothers [sic] will be re-installed in the exalted place that is their right.”5 It was in this way that early nationalist thinkers and spokespersons produced an argument about the existence of a sacred and relatively uncolonized “inner” space of Indian society, as contrasted with a more quickly changing, compromised, and negotiated “outer” space. In what is now a familiar precept in South Asian gender history, women were cast as the (predominant) custodians of “tradition” in private and in public life; men were (predominantly) the instruments of national, social, and cultural transformation in the wider, public domain. With this framing came propositions about the need for rapid progress in the “outer” realms of science, industry, and voluntary association as well as the later goals of welfare and development, secularism, and socialism. The push 3. Ibid.; Katherine Mayo, Mother India (London: Jonathan Cape, 1927). 4. Lata Mani, “Contentious Traditions: The Debate on Sati in Colonial India,” in Recasting Women: Essays in Indian Colonial History, ed. Kumkum Sangari and Sudesh Vaid (Delhi: Kali for Women, 1989), 88. Mani makes a powerful critique of the so-called “Indian tradition” and of claimed colonial efforts to improve Indian society. 5. Premchand, “Nari-jati ke adhikar,” in Vividh Prasang, vol. 3, ed. Amrit Rai (Allahabad, India: Hans Prakashan, 1980) 249. Gyanendra Pandey 405 for such advancements developed alongside a more guarded approach to change in the “inner” world and its inherited store of spiritual resources— symbolized above all... (shrink)