scholarly journals The Interface between Education and the ‘Rural Uplift Work’: Re-reading Tagore’s Letters, Lectures and Addresses

2018 ◽  
Vol 2 (1) ◽  
pp. 16-25
Author(s):  
Joyjit Ghosh
Keyword(s):  
Twentieth Century ◽  
Economic Condition ◽  
Academic Institution ◽  
University Education ◽  
Community Life ◽  
Ancient India ◽  
Educational Ideals ◽  
Organic Bond

The present paper, by taking cues from Tagore’s letters, lectures and addresses, attempts to explore that he was unconventional in his ideas of education. Nature was the best teacher for Tagore, and he adopted the model of the ‘Ashram’ of the Ancient India for the realisation of his educational ideals. An academic institution, according to Tagore, should not merely impart information to the learners. It should offer elements of culture and opportunities for studying the socio-economic condition of villages around an educational centre. Leonard Elmhirst, the famous agronomist, helped Tagore in establishing ‘Siksha Satra’ at Sriniketan where the former started rural reconstruction. Tagore shared his views of education including the ‘Visva-Bharati ideals’ with Elmhirst. Another leading intellectual who gave original ideas of university education to Tagore was Patrick Geddes. Like Tagore, Geddes also advocated for the service to the community life. Arthur Geddes, the son of Patrick Geddes, to a great extent, fulfilled the poet’s dream of uniting teachers, students and humble village workers in an organic bond of necessity. Tagore’s championing of ‘the rural uplift work’ as a part of education continues to appeal to the Twentieth Century mind.

HIGHER EDUCATION IN ANCIENT INDIA

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Satyendra Singh Chahar ◽  
Nirmal Singh
Keyword(s):  
Cultural History ◽  
Early Stage ◽  
University Education ◽  
Educational Institutions ◽  
Educational Method ◽  
Men And Women ◽  
Ancient India ◽  
Herbert Spencer ◽  
History Of ◽  
The Ideal

University education -on almost modern lines existed in India as early as 800 B.C. or even earlier. The learning or culture of ancient India was chiefly the product of her hermitages in the solitude of the forests. It was not of the cities. The learning of the forests was embodied in the books specially designated as Aranyakas "belonging to the forests." The ideal of education has been very grand, noble and high in ancient India. Its aimaccording to Herbert Spencer is the 'training for completeness of life' and ‘the molding o character of men and women for the battle of life’. The history of the educational institutions in ancient India shows a glorious dateline of her cultural history. It points to a long history altogether. In the early stage it was rural, not urban. British Sanskrit scholar Arthur Anthony Macdonell says "Some hundreds of years must have been needed for all that is found" in her culture. The aim of education was at the manifestation of the divinity in men, it touches the highest point of knowledge. In order to attain the goal the whole educational method is based on plain living and high thinking pursued through eternity.

The Political ‘Left’ in the Interwar Period, 1924–1939

2014 ◽  
Author(s):  
Pamela Radcliff
Keyword(s):  
Twentieth Century ◽  
Great Depression ◽  
Interwar Period ◽  
The Political ◽  
Community Life ◽  
Bolshevik Revolution ◽  
Mass Society ◽  
The Great Depression ◽  
Political Struggles ◽  
Political Left

In the turbulent interwar period, the political ‘Left’ was one of the most visible protagonists, with historians continuing to disagree about the role it played in shaping the outcome of the political struggles. Embedded in strong ‘moral narratives’ about the ‘rise of fascism’, the ‘crisis of democracy’, and the nature of the Bolshevik Revolution, the political Left has been vilified or lionized. For the period from the mid-1920s until 1939, both supporters and detractors agree that the Left was on the defensive, internally divided and weakened by the Great Depression and subject to repression by the state, whether democratic, authoritarian, or Stalinist. This chapter argues that the failure narrative should not subsume the vibrant experimentation and rich and contradictory diversity of the Left experience. A portrait emerges of the interwar Left that wrestled with inevitably imperfect and varied solutions to the ‘problem of community life’ in twentieth-century mass society.

Changing Student Populations in the Late Nineteenth and Early Twentieth Century

1996 ◽  
Author(s):  
Thomas Neville Bonner
Keyword(s):  
Twentieth Century ◽  
Medical Education ◽  
Middle Class ◽  
Medical Training ◽  
University Education ◽  
Middle Classes ◽  
Working Classes ◽  
The Social ◽  
Traditional Elite ◽  
Professional Class

By the turn of the twentieth century, the drive to make medicine more scientific and comprehensive and to limit its ranks to the well prepared had had a profound effect on student populations. Almost universally, students were now older, better educated, more schooled in science, less rowdy, and able to spend larger amounts of time and money in study than their counterparts in 1850 had been. Their ranks, now including a growing number of women, were also likely to include fewer representatives of working- and lower-middle-class families, especially in Britain and America, than a half-century before. Nations still differed, sometimes sharply, in their openness to students from different social classes. The relative openness of the German universities to the broad middle classes, as well as their inclusion of a small representation of “peasantry and artisans,” wrote Lord Bryce in 1885, was a sharp contrast with “the English failure to reach and serve all classes.” The burgeoning German enrollments, he noted, were owing to “a growing disposition on the part of mercantile men, and what may be called the lower professional class, to give their sons a university education.” More students by far from the farm and working classes of Germany, which accounted for nearly 14 percent of medical enrollment, he observed, were able to get an advanced education than were such students in England. A historic transformation in the social makeup of universities, according to historian Konrad Jarausch—from “traditional elite” to a “modern middle-class system”—was taking place in the latter nineteenth century. In France, rising standards in education, together with the abolition of the rank of officiers de santé—which for a century had opened medical training to the less affluent—were forcing medical education into a middle- class mold. In the United States, the steeply rising requirements in medicine, along with the closing of the least expensive schools, narrowed the social differences among medical students and brought sharp complaints from the less advantaged. The costs of medical education in some countries threatened to drive all but the most thriving of the middle classes from a chance to learn medicine.

scholarly journals Fenomen studiów nad Chinami w Instytucie Bliskiego i Dalekiego Wschodu Uniwersytetu Jagiellońskiego

Politeja ◽  
2020 ◽  
Vol 17 (6(69)) ◽  
pp. 227-244
Author(s):  
Łukasz Gacek ◽  
Ewa Trojnar
Keyword(s):  
Far East ◽  
Academic Institution ◽  
University Education ◽  
Modern China ◽  
Current Interest ◽  
Field Of Study ◽  
Specific Knowledge ◽  
Academic Fields ◽  
China Studies

The Phenomenon of China Studies at the Institute of the Middle and Far East of the Jagiellonian University Modern China became the phenomenon eagerly investigated by wide circles of observers. This trend is associated with a growing number of academic fields with the Asiatic profile on the level of university education. Such characteristics is completely reflected in studies conducted at the Institute of the Middle and Far East of the Jagiellonian University. The purpose of this research is to comprehend a phenomenon of the current interest in Asia developed in Poland, with an example of China, among students of fields at the Institute with the Chinese profile. In recent years, the Institute of the Middle and Far East of the Jagiellonian University became the largest academic institution in Poland conducting this type of studies in nonphilological fields. Research proved that studies on China match the need of educating persons who both know Chinese and have specific knowledge about this country. Uniqueness of the field of study and created professional chances appeared to be equally important.

Product Design in British Manufacturing—New Processes from Old Practices

1994 ◽  
Vol 208 (2) ◽  
pp. 81-87 ◽  
Author(s):  
I Black
Keyword(s):  
Twentieth Century ◽  
Product Design ◽  
Industrial Revolution ◽  
Economic Condition ◽  
Global Market ◽  
Market Place ◽  
Past Performance ◽  
Industrialized Nations ◽  
The World ◽  
Market Dominance

Despite the publicity given nowadays to Britain's troubled economic condition, the roots of the demise of British manufacturing can be traced back to the mid-nineteenth century, a time when Britain reached its peak of industrialization and market dominance. However, complacency, mistrust and a general lack of nerve by Victorian society led the workshop of the world down a path that would lead to ongoing industrial decay and stagnation, reflected in Britain's current poor position in the global market-place. During this decline in industrial status modern design processes emerged within a general approach to manufacturing that was incapable of meeting the market demands that were to grow as the twentieth century progressed. This paper, by taking a backward look at product design from the industrial revolution, will show that salutary lessons can be learned from examining past performance. British manufacturing must profit from that experience if it wants to take its place among the leading industrialized nations of the future.

Narrative histories in mycology and the legacy of George Edward Massee (1845–1917)

2020 ◽  
Vol 47 (2) ◽  
pp. 361-380
Author(s):  
Nathan E. C. Smith
Keyword(s):  
Twentieth Century ◽  
Natural History ◽  
Scientific Practice ◽  
Scientific Discipline ◽  
University Education ◽  
Late Nineteenth Century ◽  
British Mycological Society ◽  
Senior Member ◽  
Modern School ◽  
History Of

Mycology is a relatively small and young discipline that has yet to achieve the institutional presence of similar disciplines such as botany and zoology. Because of this, mycological histories are often written by practitioners aiming to establish a narrative of professionalization that confirms mycology as a scientific discipline instead of a natural history pursuit. George Edward Massee (1845–1917) was one of the foremost mycologists of the late nineteenth century, achieving the top position in the field as Principal Assistant (Cryptogams) at the Royal Botanic Gardens, Kew, and publishing over 250 books and articles. Providing a link between the great Victorian mycologists Mordecai Cubitt Cooke (1825–1914) and the Revd Miles Joseph Berkeley (1803–1889) and the more modern school that included the likes of Elsie Maud Wakefield (1886–1972), he achieved this position without a university education. However, since his death, his achievements have been subject to multiple negative assessments and, as a result, he has become increasingly obscured in the history of British mycology. The majority of these unfavourable appraisals originated from the publications of Dr John Ramsbottom (1885–1974), a mycologist and historian who was a key member of the British Mycological Society and a founding member of the Society for the Bibliography of Natural History. These articles were published across the first half of the twentieth century, and Ramsbottom's works have since become standard texts in both the biography of Massee and the history of British mycology. Here I question the validity of the substance of Ramsbottom's claims against Massee, given the circumstances under which Ramsbottom's articles were written and the relationship between Massee and the fledgling British Mycological Society, initially run by Carleton Rea (1861–1946) and of which Ramsbottom was a senior member. I examine wider reasons for such strong criticism of Massee and explore the professional differences and relationships between Massee and Ramsbottom, placing the analysis firmly in the context of changing scientific practice occurring in the early twentieth century.

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