The History of the Academic Study of Religion in Universities, Centers, and Institutes in India

Numen ◽  
2015 ◽  
Vol 62 (1) ◽  
pp. 7-39
Author(s):  
Vasudha Narayanan
Keyword(s):  
Religious Education ◽  
Religious Studies ◽  
Educational Institutions ◽  
Government Officials ◽  
Higher Education System ◽  
Formal Study ◽  
History Of ◽  
The One ◽  
Object Of Study ◽  
The University

India is home to more than 800 million Hindus and has a massive higher education system that is overseen by the University Grants Commission (ugc). Despite this, there are hardly any departments of religion or Hinduism in India, but the ugc, even though it has a secular mission, funds universities with explicit religious affiliations. This article traces the reasons for these paradoxes and discusses the apparent lacuna of religious studies departments by looking at the genealogy of the study of religion in India. It initially looks at the contested terrain of nineteenth-century educational institutions. The work of British missionaries, Orientalists, and government officials form the imperial context to understand Charles Wood’s momentousDespatch(1854), which, on the one hand, argues for secular institutions but, on the other, tries to accommodate the work of the Orientalists and the missionaries. Wood recommends a system in which government subsidies, secular education, and universities with overt religious profiles become interlocked, but the formal study of religion is bypassed. Finally, I reconsider what the “dearth” of religious studies and the “absence” of Hinduism departments reveal about the construction of religion in India itself. The lack of conceptual correspondence between “religion” and “Hinduism” as taught in Western academic contexts does not preclude the formal study of religion in India. Instead, the study of religion is conducted within particularized frameworks germane to the Indic context, using a network of unique institutes. Reflection on these distinctively Indian epistemological frameworks push new ways of thinking about religious education and the construction of religion as an object of study in South Asia.

Is Literature Dangerous? Or, the Teacher's Anguish

Diogenes ◽  
2003 ◽  
Vol 50 (2) ◽  
pp. 83-90
Author(s):  
Alfonso Berardinelli
Keyword(s):  
The Other ◽  
Modern Literature ◽  
Educational Institutions ◽  
Modern World ◽  
Modern Times ◽  
Personal Experiences ◽  
The One ◽  
Object Of Study ◽  
The University ◽  
The Relationship

Starting from personal experiences which led him to give up teaching at the University of Venice, Alfonso Berardinelli concentrates on the difficulties and paradoxes of the relationship between educational institutions, on the one hand, and the anarchist and misanthropic character of modern literature on the other. The majority of the `classics' of modern times, from Baudelaire to Kafka, from Tolstoy to Svevo, are `scandalous' even today: one cannot teach them without trying to convey the shock of their extraneousness from the modern world and its culture. Modern literature is, in actual fact, almost always anti-modern, asocial, anti-social, apocalyptic. It is not possible to turn it into a simple `object of study' without betraying it.

scholarly journals Thomas Aquinas’ influences inInfanteD. Pedro’ “Virtuosa Benfeitoria”: Scholastic tradition in History and History of Education

2016 ◽  
Vol 39 (1) ◽  
pp. 9
Author(s):  
Terezinha Oliveira
Keyword(s):  
Common Good ◽  
Thomas Aquinas ◽  
Human Relationships ◽  
The Common Good ◽  
History Of ◽  
The Common ◽  
Social Project ◽  
Methodological Principles ◽  
The One ◽  
The University

The considerations on the book “VirtuosaBenfeitoria” aim atevaluating the relevance of a social project to guide the actions of the ruler and theindividuals, with a view to practical actions that converge to the common good. The infant D. Pedro, also known as the Duke of Coimbra, wrote the work. The central focus of the book is to address the sense of improvement and how the prince should practice and bestow it and how the subjects would receive and practice it. The arguments of D. Pedro to deal with the good and the society are strongly influenced by classical authorities and authors of scholasticism, especially Thomas Aquinas. In this sense, on the one hand our study seeks to show that such knowledge was essential for him to understand the plots that build human relationships, whose premises, to him, should be the ones leading society towards the common good;on the other hand, the goal is to analyze the work we regard as essential theoretical and methodological principles of history that allow us to recover, through memory, historical events that potentially guide us through paths that show the relevance of the Master of the University, as a vector in the organization of a given society. 

scholarly journals RISKS OF THE EDUCATION

THE BULLETIN ◽  
2021 ◽  
Vol 2 (390) ◽  
pp. 44-49
Author(s):  
R. Aetdinova ◽  
I. Maslova ◽  
Sh. Niyazbekova ◽  
O. Balabanova ◽  
Zh. Zhakiyanova ◽  
...  
Keyword(s):  
Educational Institution ◽  
Final Analysis ◽  
Quality Education ◽  
The Other ◽  
Educational Institutions ◽  
Modern World ◽  
High Quality ◽  
High Quality Education ◽  
The One ◽  
The University

The article justifies for the need to identify and to keep track, in practice, of different groups of risks inherent in educational institutions under current conditions of pandemic and post-pandemic transformation of education under the influence of modern world uncertainty. Transformation of education functions in the epoch of digital economy changes the content and types of risks concomitant to the activities carried out by schools. Schools belong to the most conservative types of organizations. However, the environment in which schools operate is constantly changing. An educational institution, as any enterprise, has to engage in the activity aimed at risk management. Manifestation of the risk is, on the one hand, fraught with threats and damage, on the other hand, with opportunities. Assessment of possible threats and risks allows timely projection of undesirable results, creation of a system for situational response to unforeseen circumstances and, in the final analysis, formulation of a strategy for development of the university which would allow achievement of modern high quality education, its fundamentality and conformity to important topical requirements of the personality, society and state. Causes of developing risks characteristic of educational institutions are disclosed. External and internal risks characteristic of educational institutions, sources generating them and the importance of managing them are analyzed. The analysis of risks made reveals multi-varied threats and opportunities in the external and internal envi-ronment of the institution and their ability to have a significant effect on educational, organizational and financial activities of the schools.

scholarly journals Challenges to Democracy in the Middle East

2002 ◽  
Vol 19 (1) ◽  
pp. 124-128
Author(s):  
Kamran Asghar Bokhari
Keyword(s):  
Middle East ◽  
Political Development ◽  
Third Wave ◽  
Cultural Dynamics ◽  
Senior Lecturer ◽  
Arab Nationalism ◽  
French Mandate ◽  
History Of ◽  
The One ◽  
The University

Many scholars have attempted to tackle the question of why democracy has seemingly failed to take root in the Islamic milieu, in general, and the pre dominantlyArab Middle East, in particular, while the rest of the world has witnessed the fall of"pax-authoritaria" especially in the wake of the demercratic revolution triggered by the failure of communism. Some view this resistance to the Third Wave, as being rooted in the Islamic cultural dynamics of the region, whereas others will ascribe it to the level of political development (or the lack thereof). An anthology of essays, Challenges to Democracy in the Middle East furnishes the reader with five historical casestudies that seek to explain the arrested socio politico-economic development of Syria, Lebanon, Iraq, Iran, and Turkey, and the resulting undemercratic political culture that domjnates the overall political landscape of the Middle East. The first composition in this omnibus is "The Crisis of Democracy in Twentieth Century Syria and Lebanon," authored by Bill Harris, senior lecturer of political studies at the University of Otago in Dunedin, New Zealand. Haris compares and contrasts the political development of Syria and Lebanon during the French mandate period and under the various regimes since then. He examines how the two competing forms of national­ism, i.e., Lebanonism and Arabism, along with sectarianism, are the main factors that have contributed to the consolidation of one-party rule in Syria, and the I 6-year internecine conflict in Lebanon. After a brief overview of the early history of both countries, the author spends a great deal oftime dis­cussing the relatively more recent political developments: Syria from 1970 onwards, and Lebanon from I 975 to the I 990s. Harris expresses deep pes­simism regarding the future of democratic politics in both countries, which in his opinion is largely due to the deep sectarian cleavages in both states. The next treatise is "Re-inventing Nationalism in B􀀥thi Iraq 1968- 1994: SupraTerritorial Identities and What Lies Below," by Amatzia Baram, professor of Middle East History at the University of Haifa. Baram surveys the Ba·th's second stint in power (1968-present) in lraq. Baram's opinion is that a shift has occurred in B􀀥thist ideology from an integrative Pan-Arab program to an Iraqi-centered Arab nationalism. She attributes this to Saddam's romance with the past, on the one hand, which is the reason for the incorporation of themes from both the ancient Mesopotamian civiliza­tion and the medieval Abbasid caliphal era, and, on the other hand, to Islam and tribalism, that inform the pragmatic concerns of the Ba'thist ideological configuration ...

HIGHER EDUCATION INSTITUTIONS SUBORDINATE TO THE MINISTRY OF AGRICULTURE-A FORGE OF PERSONNEL FOR THE AGRO-INDUSTRIAL COMPLEX

2020 ◽  
Author(s):  
Ирина Ивановна Широкорад ◽  
Олеся Михайловна Фадеева ◽  
Елена Геннадьевна Пафнутова
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Industrial Complex ◽  
Higher Education System ◽  
Productive Labor ◽  
Level Of Knowledge ◽  
The One ◽  
The University

Система высшего образования развивается не в изоляции. Она находится в непосредственной зависимости от школьной системы и от рынка труда. С одной стороны, образовательные результаты, полученные в университете, зависят от уровня знаний и навыков, которые получили студенты на предыдущем этапе образования, с другой стороны, ожидаемое высокое качество жизни, которое является ключевой мотивацией для поступления в вуз для большинства населения, определяется состоянием и структурой рынка труда. Именно наличие спроса на продуктивную рабочую силу определяет результативность системы высшего образования. The higher education system does not develop in isolation. It is directly dependent on the school system and the labor market. On the one hand, the educational results obtained at the University depend on the level of knowledge and skills that students received at the previous stage of education, on the other hand, the expected high quality of life, which is a key motivation for entering the University for the majority of the population, is determined by the state and structure of the labor market. It is the demand for productive labor that determines the effectiveness of the higher education system.

Hungary, philosophy in

2018 ◽  
Author(s):  
Laszlo Perecz
Keyword(s):  
German Idealism ◽  
Early Years ◽  
Educational Institutions ◽  
History Of Thought ◽  
Philosophical Language ◽  
History Of ◽  
Institutional System ◽  
Philosophical Life ◽  
The One ◽  
First Time

The situation of Hungarian philosophy can be best illustrated by two sayings: ‘there are Hungarian philosophers, but there is no Hungarian philosophy’, and ‘a certain period of Hungarian philosophy stretches from Descartes to Kant’. The two ideas are closely connected. Thus on the one hand, there is such a thing as Hungarian philosophy: there are scientific-educational institutions in philosophical life and there are philosophers working in these institutions. On the other hand, there is no such thing as Hungarian philosophy: it is a history of adoption, largely consisting of attempts to introduce and embrace the great trends of Western thought. After some preliminaries in the medieval and early-modern periods, Hungarian philosophy started to develop at the beginning of the nineteenth century. As a result of the reception of German idealism – the so-called Kant debate and Hegel debate – the problems of philosophy were formulated as independent problems for the first time, and a philosophical language began to evolve. After an attempt to create a ‘national philosophy’ – and after some outstanding individual achievements – the institutionalization of Hungarian philosophy accelerated at the end of the century. The early years of the twentieth century brought the first heyday of philosophy to Hungary, with the rapid reception of new idealist trends and notable original contributions. In the period between the two wars the development stopped: many philosophers were forced to emigrate, and Geistesgeschichte (the history of thought) became prevalent in philosophical life. Following the communist take-over, the institutions of ‘bourgeois’ philosophy were eliminated, and Marxism-Leninism, which legitimated political power, took a monopolistic position. During this period, the only significant works created were in the tradition of critical Marxism and philosophical opposition. The changes in 1989 regenerated the institutional system, and the articulation of international contemporary trends – analytic philosophy, hermeneutic tradition and postmodernism – came to the fore. Besides some works by thinkers in exile, Hungarian philosophy has produced only one achievement which can be considered significant at an international level: the oeuvre of György (Georg) Lukács.

Sermons as Practical and Linguistic Performances: Insights from Theory and History

2017 ◽  
Vol 47 (1) ◽  
pp. 132-144
Author(s):  
Abdulkader Tayob
Keyword(s):  
Speech Acts ◽  
Historical Perspective ◽  
Theoretical Models ◽  
Religious Studies ◽  
Ritual Studies ◽  
Religious Traditions ◽  
Historical View ◽  
History Of ◽  
The One ◽  
Marking Time

Abstract Sermons lend themselves to ambiguous identification in the study of religions. On the one hand, they are easily recognisable practices, delivered on particular days of the week, or when special occasions or needs arise. They are usually given in clearly defined places at clearly defined times. They are given by designated or recognized individuals that vary according to the respective religious traditions. On the other hand, sermons are speech performances that may and often do vary from one occasion to the next. While prone to a certain formalism, sermon speech acts are open to variation from time to time, and from preacher to preacher. To extend the possibilities offered by sermons for reflection and analysis, I explore some of the theoretical insights suggested for sermons in ritual studies and from the history of sermons within religious traditions. There is no consensus within ritual studies, but there are some useful ideas and suggestions that cover and extend the practices and speech acts that constitute sermons. More significantly, I found the longue durée of the sermon in the Abrahamic traditions of Judaism, Christianity, and Islam to be more resourceful. The historical view of the sermon in comparable religious traditions brings forth enduring elements such as reading texts, employing rhetoric, producing effects (including affect), signifying and challenging authority, and marking time and space. More than the theoretical models for rituals from anthropology and religious studies, this historical perspective brings out the value of the practices and speech elements that constitute sermons.

scholarly journals Papageorgiou and Others v Greece: Exemption from a Mandatory Course in Religion and the Art of Reading between the Lines

2020 ◽  
Vol 22 (3) ◽  
pp. 355-360
Author(s):  
Wojciech Brzozowski
Keyword(s):  
Human Rights ◽  
Religious Education ◽  
Religious Studies ◽  
European Convention ◽  
European Court ◽  
New Challenges ◽  
The One ◽  
Scholarly Attention

Religious education is probably one of the most attractive topics in law and religious studies – a truly bottomless pit which, every now and then, reveals new questions and new challenges. The most recent judgment of the European Court of Human Rights (ECtHR) concerning this matter is the one delivered on 31 October 2019 in the case of Papageorgiou and others. The judgment only became final at the end of January 2020, under Article 44(2) of the European Convention of Human Rights (ECHR), so as yet it has not received much scholarly attention. However, it should be expected that there will be no lack of such attention, as the judgment deserves it for at least two reasons.

The Jurisprudence of Humanism

Traditio ◽  
1961 ◽  
Vol 17 ◽  
pp. 493-501 ◽  
Author(s):  
Myron P. Gilmore
Keyword(s):  
Sixteenth Century ◽  
Literary History ◽  
Roman Law ◽  
Western Tradition ◽  
Major Work ◽  
History Of ◽  
The One ◽  
Legal Concepts ◽  
The University ◽  
The Relationship

During the last decade the works of Professor Guido Kisch have made an outstanding contribution to our knowledge of the legal thought of the sixteenth century, particularly to the school represented by the University of Basel. His articles and monographs have dealt with the biographical and literary history of significant scholars as well as with the rival schools of interpretation represented by ‘mos italicus' and ‘mos gallicus.' Building on these earlier studies, Professor Kisch has now produced a major work of more comprehensive scope, which goes beyond biographical and methodological questions to the analysis of significant change in substantive legal doctrines. Convinced that the age of humanism and the reception of Roman law saw the formation of some of the most important modern legal concepts, he centers his research on the evolution of the theory of equity with due attention, on the one hand, to the relationship between sixteenth-century innovation and the historic western tradition and, on the other, to the interaction between the academic profession and the practicing lawyers.

scholarly journals TASHKENT STATE UNIVERSITY OF LAW – YESTERDAY AND TODAY

2021 ◽  
Vol 01 (01) ◽  
pp. 1-6
Author(s):  
Soburov Hasanjon Shavkatjon o’g’li ◽  
Keyword(s):  
Moral Education ◽  
Educational Process ◽  
State University ◽  
Government Officials ◽  
National Pride ◽  
History Of ◽  
History Of The University ◽  
The Republic ◽  
Education Of Students ◽  
The University

This article is devoted to the history of the university, its role among the higher education institutions of the Republic, its role in the development of legal education, as well as the achievements of scientists, government officials, achievements over 30 years. Improving the spiritual and moral education of students also includes helping students to become full members of society, mature professionals in their profession through various forms, methods and means of education. At TSUL, students and teachers to ensure transparency in providing the digitalization of the educational process, including the formation of the training schedule, exams, evaluation, ranking of students in the formulation and implementation of the transition to electronic document exchange "Electonic university" providing information about the platform (e-University) data can be obtained. In addition, this article aims to improve the spiritual and moral education of students, to help students to become full members of society, professionals in their profession, to develop spiritual qualities in the minds and hearts of students, the idea of national independence and the ideology of independence. to help students spend their free time meaningfully, to form in young people a sense of national pride, patriotism and devotion, to study their worldview and interests.

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