By Ranjan Ghosh
This e-book offers an intensive rethinking of the famous Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the guidelines of Western theorists reminiscent of Kant, Plato and Aristotle. Tagore's suggestions 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 sessions, areas, and cultures, and constructing a better sensitivity to different traditions, languages, and different types of considering and writing. The publication alterations the way in which we've got to this point thought of the educationist Tagore, and should be of curiosity to students and experts of literature, Indian historical past, and philosophy of schooling. it truly is political, deeply philosophical and has a transcultural tackle our figuring out of quite a few matters on the subject of 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
109. , 1078. CHAPTER 2 No Schoolmaster: Aesthetic Education and Paedosophy ‘By the bank of the river Padma, in Shilaidaha, I lived a quiet life amidst my literary pursuits’, writes Tagore. 1 It was a sublime mission in that it endeavoured to realize an ‘ambition’ which largely knew the immense difﬁculties it had to encounter and yet which ceaselessly inspired him to turn an ashram into a school woven around with fresh ideals of education and a distinct aesthetics of pedagogy. This sublimity worked on the aesthetics of splendid waste, as opposed to the cringing pressures of economic gain, social prosperity and cultural recognition.
This sublimity worked on the aesthetics of splendid waste, as opposed to the cringing pressures of economic gain, social prosperity and cultural recognition. The creative burst, its energy, which triggered the poet’s dislocation, was the delightful ‘irresponsibility’ of the butterﬂy. Tagore writes, ‘The silkworm seems to have a cash value credited in its favour somewhere in Nature’s accounting department . . but the butterﬂy is irresponsible. The signiﬁcance which it may possess has neither weight nor use and is lightly carried on its pair of dancing wings.
Adeyemi and Adeyinka 2002) See Henry J. Perkinson, Learning from Our Mistakes: A Reinterpretation of Twentieth-Century Educational Theory (Westport: Greenwood Press, 1984) 3 (Perkinson 1984). John Dewey, Experience and Education (West Lafayette: Kappa Delta Pi, 1998), 92, 19. (Dewey 1998) See Terry Hoy, The Political Philosophy of John Dewey: Towards a Constructive Renewal (Westport: Praeger Publishers, 1998), 58 (Hoy 1998). Italics are mine. , 63. R. G. Collingwood, The Idea of History (Oxford: Clarendon Press, 1993), 292.
Aesthetics, Politics, Pedagogy and Tagore: A Transcultural Philosophy of Education by Ranjan Ghosh