By Ranjan Ghosh

This booklet presents a thorough rethinking of the well-liked Indian philosopher Rabindranath Tagore, exploring how his philosophy of schooling pertains to the guidelines of Western theorists corresponding to Kant, Plato and Aristotle. Tagore's techniques on pedagogy, collage and formal schooling are subjected to a desirable critique inside of Ghosh's transcultural framework, referencing quite a lot of thinkers throughout various time sessions, areas, and cultures, and constructing a better sensitivity to different traditions, languages, and types of pondering and writing. The ebook adjustments the way in which we've got 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 really is political, deeply philosophical and has a transcultural tackle our knowing of a number of matters in relation to Tagore and to philosophy of schooling in general.

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As a teacher he dwelt almost entirely upon the creative impulse’. : Reference Department, The Library of Congress, 1964), 22 (Untermeyer 1964). For more on Frost’s emphasis on conversation see Louis Mertins, Robert Frost: Life and Talks-Walking (Norman: University of Oklahoma Press, 1965). 99. Jonathan N. ) Roads Not Taken: Rereading Robert Frost (Columbia: University of Missouri Press, 2000), 88 (Barron 2000). Earl J. Wilcox writes: ‘Frost was very fond of Mark Twain’s short story “The Celebrated Jumping Frog of Calaveras County”, both for its lyrical qualities as a prose narrative and for its essential theme.

As a teacher he dwelt almost entirely upon the creative impulse’. : Reference Department, The Library of Congress, 1964), 22 (Untermeyer 1964). For more on Frost’s emphasis on conversation see Louis Mertins, Robert Frost: Life and Talks-Walking (Norman: University of Oklahoma Press, 1965). 99. Jonathan N. ) Roads Not Taken: Rereading Robert Frost (Columbia: University of Missouri Press, 2000), 88 (Barron 2000). Earl J. Wilcox writes: ‘Frost was very fond of Mark Twain’s short story “The Celebrated Jumping Frog of Calaveras County”, both for its lyrical qualities as a prose narrative and for its essential theme.

Balked and buffeted by conventional systems of education where memory and normed patterns of tests and eligibility were unfortunate determinants of one’s worth and value – the failure to make oneself ‘at home (einhaust) in a world’, a school education, as Hans Georg Gadamer argues, that has a tendency to levelling and conformity68 – Tagore cared to invest in an education not strictly governed by curriculum alone. The ‘unrepresentability’ outside the aporetic calculus of a classroom has its own haunting potential.

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