Language: Italian

ISSN: 2239-5326

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2007

ISBN: 978-3-451-32059-0 3-451-32059-2

Abstract/Notes: This thesis explores young boys' and girls' perceptions and experiences of their schooling in the small island developing state of Mauritius. It brings to the forefront problems related to cultural and structural violence that can hamper a peaceful schooling in three state secondary schools: a single-sex girls' school, a single-sex boys' school and a mixed school which also promote the educational theories of M. K. Gandhi and Rabindranath Tagore. The findings reveal that there can be a 'fideistic' attitude to Gandhi and Tagore in this context, which highlight the need for a critical peace education that question taken-for-granted assumptions. It also shows that in schools, problems can be hidden and not discussed. The methodology was based on a participatory worldview that asserts the importance of a 'holistic inquiry' and learning from the 'Other' for peaceful coexistence. In this regard, there can be serious ethical challenges for a 'native' researcher to conduct participatory research with young people in a small-connected community like Mauritius. The research also brings together various philosophies of education and peace for the promotion of peace education. It builds on commonalities from the East and West to highlight the importance of the 'holistic' in peace education. It promotes the concept of 'wholeness' as much emphasised in the East. The research was informed by M.K. Gandhi's, Rabindranath Tagore's and Maria Montessori's educational theories for peace. It was also gender-sensitive and promoted a 'peace-focused-feminism', which is grounded in the Eastern philosophies of 'Yin' and 'Yang', 'Shakti' and 'Shiva' and 'Prakriti' and 'Purusha'.

Language: English

Published: Nottingham, England, 2018

Abstract/Notes: A report about Dr. Rabindranath Tagore's address performed at the opening ceremony of the Theosophical Montessori School in Benares on December 3, 1934.

Language: English

Abstract/Notes: In 1921, Rabindranath Tagore (1861–1941) inaugurated Viśva Bhāratī as an institution of higher learning, an ‘uttarbibhāga’, as has been observed, based on the foundations of the brahmacaryāśrama, i.e., ‘pūrvabibhāga’. This special article is a critical reflection on some aspects of this history. First, it strives to historically situate the development of Viśva Bhāratī against the backdrop of the cosmopolitan transcultural entanglements of contemporaneous Indian intellectual life. Second, it endeavours to signpost some key strands of contemporaneous educational philosophy and their broader exigencies. In doing so, it neither claims to provide a definitive history of this institution based extensively on original research nor does it mean to narrate in any triumphalist tone its century-long journey. This then is a commemoration of the institution at its centenary by way of a critical reappraisal of the world of ideas from which it emerged and with focus on some of its early defining moments.

Language: English

DOI: 10.1080/19472498.2021.1981673

ISSN: 1947-2498

Abstract/Notes: Accompanied by a photo of Radindranath Tagore and on opposing page a photo of "Dr. Maria Montessori with an Indian Child."

Language: English

ISSN: 0571-1142

Language: English

ISSN: 0571-1142

Abstract/Notes: Well into the 1930s, the Italian Maria Montessori stated at the European Congress for Peace in Brussels that ‘preventing conflicts is the work of politics; establishing peace is the work of education’. She explicitly linked peace to education and promoted a kind of learning that deviates from mainstream traditional education. Learning for peace was a way of showing that education is not simply about the teaching of literacy and numeracy skills but that it serves a larger purpose, a ‘public common good’. As we gradually approach the twenty-first century, there is a need to rethink about ways in which our educational system can respond to the global challenges. This chapter shows that there are possibilities to build on age-old legacies and theories to improve the quality of education and contribute to a more sustainable future. The focus is on Maria Montessori who somehow appears to be a rare name in the philosophy of education and peace literature.

Language: English

Published: Cham, Switzerland: Palgrave Macmillan, 2020

ISBN: 978-3-030-48671-6

Language: English

ISSN: 0571-1142

Abstract/Notes: This comparative education article explores the purpose of education in the Indonesian context. My aim is to see if there are any differences between the purpose of education during the colonial era and present-day Indonesia. In order to do that, I draw mostly on the philosophy of Ki Hadjar Dewantara, who is regarded as the father of Indonesian education. This article is particularly relevant because the Indonesian government has recently started to critically re-examine two of the educational concepts proposed by Dewantara, which are "pendidikan karakter" (character education) and "merdeka belajar" (independent learning). In conceptualising education, Dewantara, who was influenced by Tagore, Montessori, and Fröbel, saw the importance of imparting local wisdom and values ignored by the colonial schools. Therefore, in this article, I will compare his educational views with the Dutch view of schooling during the colonial era. I will then look at Indonesia's current approach to education to find the similarities and differences of purpose relative to Dewantara's views of education. In this article, I argue that Dewantara's philosophy is still very much relevant today. I conclude that the Indonesian government should refer back to its history when defining education for its next generation.

Language: English

DOI: 10.7577/njcie.4156

ISSN: 2535-4051