Titlebook: Aesthetics, Politics, Pedagogy and Tagore; A Transcultural Phil Ranjan Ghosh Book 2017 The Editor(s) (if applicable) and The Author(s) 2017

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Book 2017ideas of Western theorists such as Kant, Plato and Aristotle. Tagore‘s thoughts on pedagogy, university and formal education are subjected to a fascinating critique within Ghosh‘s transcultural framework, referencing a wide range of thinkers across varying time periods, places, and cultures, and dev

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2947-9185 comparing his writing to those of other thinkers across timThis book provides a radical rethinking of the prominent Indian thinker Rabindranath Tagore, exploring how his philosophy of education relates to the ideas of Western theorists such as Kant, Plato and Aristotle. Tagore‘s thoughts on pedagog

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https://doi.org/10.1007/978-3-658-35489-3ythm essential to our understanding of historical situatedness, our ever rhythmic connections with past and present. Tagore observes that ‘perfect balance in these opposing forces would lead to deadlock in creation. Life moves in the cadence of constant adjustment of opposites; it is a perpetual process of reconciliation of contradictions’..

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No Schoolmaster: Aesthetic Education and Paedosophy,Santiniketan.’ It was a sublime mission in that it endeavoured to realize an ‘a(chǎn)mbition’ 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 peda

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H. Junkerons are certainly a part of the multiplicity of factors lying behind the formulation of policy, but, in this field perhaps more than in others, analyses can also be self-serving and the criteria of political acceptability of technical arguments may shift according to circumstance, interest, opportun