By Ranjan Ghosh
This ebook presents an intensive rethinking of the favourite Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the guidelines of Western theorists resembling Kant, Plato and Aristotle. Tagore's strategies on pedagogy, collage and formal schooling are subjected to a desirable critique inside Ghosh's transcultural framework, referencing quite a lot of thinkers throughout various time classes, areas, and cultures, and constructing a better sensitivity to different traditions, languages, and types of considering and writing. The e-book adjustments the best way we have now to date considered 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 knowing of a number of matters in terms of Tagore and to philosophy of schooling in general.
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This e-book presents a thorough rethinking of the favorite Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the information of Western theorists resembling Kant, Plato and Aristotle. Tagore's innovations 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, areas, and cultures, and constructing a better sensitivity to different traditions, languages, and varieties of considering and writing.
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Extra resources for Aesthetics, Politics, Pedagogy and Tagore: A Transcultural Philosophy of Education
7 The spectre of the ‘encaging’ predatory techno-inﬁltration left Tagore worried as he tried to ﬁnd a way out for his school and the atmosphere that it promised to generate. This concern approximates Martin Heidegger’s 2 NO SCHOOLMASTER: AESTHETIC EDUCATION AND PAEDOSOPHY 43 anxiety: ‘No one can foresee the radical changes to come. But the technological advance will move faster and faster and can never be stopped. In all areas of his existence, man will be encircled ever more tightly by the forces of technology.
96 Both Tagore and James saw effective education originating in experiences and in the formation of concepts and ideas. However, Tagore would not see all experiences as resulting in percepts and not all processes of learning as ‘thinking’; education is perception mixed with an intangibility of learning, premised in a separate vein of values and aesthetic and adaptive valence. Individuality determines functionalities of education which for James connects with socialization and for Tagore with the social process and creative dynamics of swadharma.
74 Coming into contact with young men, Tagore was ‘stricken with distress to notice their shallow mental outlook. They would readily lend themselves to agitation, and could take interest in a cause only if there was room in it for boisterous display. Taught by men who, with a few exceptions, looked upon their own work as more a trade than a profession, they lacked vision. 75 He believed that education could never be successful through method only or the exclusivity of a system; education has always had its justice in teachers.
Aesthetics, Politics, Pedagogy and Tagore: A Transcultural Philosophy of Education by Ranjan Ghosh