By Ranjan Ghosh
This e-book offers a thorough rethinking of the fashionable Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the information of Western theorists akin to 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 a variety of thinkers throughout various time classes, areas, and cultures, and constructing a better sensitivity to different traditions, languages, and varieties of pondering and writing. The booklet alterations the best way we now have up to now thought of the educationist Tagore, and may be of curiosity to students and experts of literature, Indian background, and philosophy of schooling. it truly is political, deeply philosophical and has a transcultural tackle our realizing of numerous concerns when it comes 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
Copying, cheating, reproduction, laziness, convention, battle, sleep. Only discovery awakens. 69 Tagore may not be as ambitious and radical as Serres is about methodologies of instruction and the milieu in the classroom, but he recognized the inventiveness in instruction and the dynamical function of the teacher. Serres looks into a ‘secular miracle’70 proposing an engagement of the student’s intuition and invention with chaotic instruction. Both converge on the signiﬁcance of dissipative learning – Serres chooses to mix the clown or the practical joker with the ideal teacher and Tagore enthrones the guru with his dynamic, disturbing and disseminative power.
And modern man is busy building his cage. 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.
10 Tagore observed that the ‘glorious march of cement-concrete’ civilization in India did not begin in the city but grew out of the forest. Humans have not jostled and lumped themselves together to help create this growth. It happened because of the ways by which humans decided to conjoin with nature around them – not in fearful and perspiring congestion but through spaces that were both open and crowded. 11 Tagore found an ‘energy’ in the forest – the cult of tapovan – which was dominantly independent and internal in its inception and dissemination.
Aesthetics, Politics, Pedagogy and Tagore: A Transcultural Philosophy of Education by Ranjan Ghosh