By Ranjan Ghosh
This publication offers an intensive rethinking of the well known Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the information of Western theorists similar to Kant, Plato and Aristotle. Tagore's recommendations on pedagogy, college and formal schooling are subjected to a desirable critique inside Ghosh's transcultural framework, referencing a variety of thinkers throughout various time sessions, locations, and cultures, and constructing a better sensitivity to different traditions, languages, and types of considering and writing. The e-book alterations the best way we now have to date thought of the educationist Tagore, and should be of curiosity to students and experts of literature, Indian heritage, and philosophy of schooling. it's political, deeply philosophical and has a transcultural tackle our figuring out of numerous concerns in relation to 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
Nigel Tubbs points out that ‘we are left only to discover his legislation. This is the universal educative import of metaphysics regarding the contradiction of the teacher as law and excess. Its transcendental and speculative experience negates all dogmatic models of enlightenment and offers, instead, a philosophical re-cognition of the prior complicity of enlightenment within experience. Enlightenment here becomes enlightened about its own illusions. 71 Tagore, intriguingly, as the book tries to demonstrate, legislates in the liminality of excess and law.
14, (Kolkata: Government of West Bengal, Saraswati Press Limited, 1992), 453 (Tagore 1992). R. Radhakrishnan, History, the Human, and the World Between (Durham: Duke University Press, 2008), 223 (Radhakrishnan 2008). , 230–31. Ibid. Tagore, ‘Aitihāsika kathāsāhitya’, 373. Ibid. John P. Sisk, ‘The Literary Imagination and the Sense of the Past’ Salmagundi, No. 68/69 (Fall 1985- Winter 1986), 76 (Sisk 1985/1986). David Quint, ‘“Alexander the Pig”: Shakespeare on History and Poetry’, boundary 2, Vol.
He used to say: I love trees and plants. The power of my love enters into their being and comes out in the form of fruits and ﬂowers. It goes without saying that his words are particularly apt for the gardener who has to look after the tender young shoots of the human soul. When one mind meets another in perfect harmony, the outcome is spontaneous joy. This joy is instinct with creative energy. 14 Education in the ashram was ‘education for life at its fullest’. In a letter (9 May 1922) written to Patrick Geddes, Tagore pointed out: I merely started with this one simple idea, that education should never be dissociated from life.
Aesthetics, Politics, Pedagogy and Tagore: A Transcultural Philosophy of Education by Ranjan Ghosh