An Overview of “Adi-Movements” in Colonial India
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Why I Became a Hindu
Why I became a Hindu Parama Karuna Devi published by Jagannatha Vallabha Vedic Research Center Copyright © 2018 Parama Karuna Devi All rights reserved Title ID: 8916295 ISBN-13: 978-1724611147 ISBN-10: 1724611143 published by: Jagannatha Vallabha Vedic Research Center Website: www.jagannathavallabha.com Anyone wishing to submit questions, observations, objections or further information, useful in improving the contents of this book, is welcome to contact the author: E-mail: [email protected] phone: +91 (India) 94373 00906 Please note: direct contact data such as email and phone numbers may change due to events of force majeure, so please keep an eye on the updated information on the website. Table of contents Preface 7 My work 9 My experience 12 Why Hinduism is better 18 Fundamental teachings of Hinduism 21 A definition of Hinduism 29 The problem of castes 31 The importance of Bhakti 34 The need for a Guru 39 Can someone become a Hindu? 43 Historical examples 45 Hinduism in the world 52 Conversions in modern times 56 Individuals who embraced Hindu beliefs 61 Hindu revival 68 Dayananda Saraswati and Arya Samaj 73 Shraddhananda Swami 75 Sarla Bedi 75 Pandurang Shastri Athavale 75 Chattampi Swamikal 76 Narayana Guru 77 Navajyothi Sree Karunakara Guru 78 Swami Bhoomananda Tirtha 79 Ramakrishna Paramahamsa 79 Sarada Devi 80 Golap Ma 81 Rama Tirtha Swami 81 Niranjanananda Swami 81 Vireshwarananda Swami 82 Rudrananda Swami 82 Swahananda Swami 82 Narayanananda Swami 83 Vivekananda Swami and Ramakrishna Math 83 Sister Nivedita -
The Dayanand Anglo-Vedic School of Lahore: a Study of Educational Reform in Colonial Punjab, Ca
The Dayanand Anglo-Vedic School of Lahore: A Study of Educational Reform in Colonial Punjab, ca. 1885-1925. Inauguraldissertation zur Erlangung der Doktorwürde der Philosophischen Fakultät der Universität Heidelberg vorgelegt von: Ankur Kakkar Erstgutachter: Prof. Dr. Gita Dharampal-Frick Zweitgutachter: Prof. Dr. Rahul Mukherji Heidelberg, April 2021 1 TABLE OF CONTENTS ACKNOWLEDGEMENTS ....................................................................................................... 5 LIST OF MAPS AND TABLES ................................................................................................. 8 INTRODUCTION ................................................................................................................ 11 CHAPTER 1: EDUCATION POLICY IN COLONIAL INDIA. A HISTORICAL BACKGROUND, CA. 1800-1880 ........................................................................................................................ 33 INTRODUCTION ........................................................................................................................ 33 ‘INDIGENOUS’ INDIAN EDUCATION : A COLONIAL SURVEY, CA. 1820-1830 ......................................... 34 Madras ........................................................................................................................... 38 Bombay .......................................................................................................................... 42 Bengal ........................................................................................................................... -
Raja Ram Mohan Roy (1772 — 1833)
UNIT – II SOCIAL THINKERS RAJA RAM MOHAN ROY (1772 — 1833) Introduction: Raja Ram Mohan Roy was a great socio-religious reformer. He was born in a Brahmin family on 10th May, 1772 at Radhanagar, in Hoogly district of Bengal (now West Bengal). Ramakanto Roy was his father. His mother’s name was Tarini. He was one of the key personalities of “Bengal Renaissance”. He is known as the “Father of Indian Renaissance”. He re- introduced the Vedic philosophies, particularly the Vedanta from the ancient Hindu texts of Upanishads. He made a successful attempt to modernize the Indian society. Life Raja Ram Mohan Roy was born on 22 May 1772 in an orthodox Brahman family at Radhanagar in Bengal. Ram Mohan Roy’s early education included the study of Persian and Arabic at Patna where he read the Quran, the works of Sufi mystic poets and the Arabic translation of the works of Plato and Aristotle. In Benaras, he studied Sanskrit and read Vedas and Upnishads. Returning to his village, at the age of sixteen, he wrote a rational critique of Hindu idol worship. From 1803 to 1814, he worked for East India Company as the personal diwan first of Woodforde and then of Digby. In 1814, he resigned from his job and moved to Calcutta in order to devote his life to religious, social and political reforms. In November 1930, he sailed for England to be present there to counteract the possible nullification of the Act banning Sati. Ram Mohan Roy was given the title of ‘Raja’ by the titular Mughal Emperor of Delhi, Akbar II whose grievances the former was to present 1/5 before the British king. -
Brahmo Samaj
Brahmo Samaj Dr. M. Vijay Kumar Sharma Associate Professor, Department of Social Work, Mahatma Gandhi Central University, Motihari, Bihar– 848401. SWRK5003 Unit-V, Bharatiya Approaches to Social Change and Development Topic- Approaches to Social Reform: Brahmo Samaj Contents • Meaning of the Brahma Samaj • Formation of Brahmo Samaj • Founder of Brahmo Samaj • Objective of Brahmo Samaj • Streams of Brahmo Samaj • Introduction of Raja Ram Mohan Roy • Contributions of Raja Ram Mohan Roy • Doctrine of Brahmo Samaj • Social and religious reform • Decline of Brahmo Samaj • References Meaning of Brahmo Samaj • Brahmo literally means "one who worships Brahman", and Samaj means "community of men". • The Brahmo Samaj literally denotes community (Sanskrit: 'samaj') of men who worship Brahman the highest reality. • In reality Brahmo Samaj does not discriminate between caste, creed or religion and • It is an assembly of all sorts and descriptions of people without distinction, meeting publicly for the sober, orderly, religious and devout adoration of "the (nameless) unsearchable Eternal, Immutable Being who is the Author and Preserver of the Universe." Formation of Brahmo Samaj • It was one of the most influential religious movements in India. • It is made a significant contribution to the making of modern India. • It was started at Calcutta on 20 August 1828 by Raja Ram Mohan Roy and Debendranath Tagore as reformation of the prevailing Brahmanism of the time (specifically Kulin practices). • It began the Bengal Renaissance of the 19th century pioneering all religious, social and educational advance of the Hindu community in the 19th century. • Its Trust Deed was made in 1830, formalizing its inception and • it was duly and publicly inaugurated in January 1830 by the consecration of the first house of prayer, now known as the Adi Brahmo Samaj. -
Mediated Empowerments: an Ethnography of Four, All-Girls’ “Public Schools” in North India
Mediated Empowerments: An Ethnography of Four, All-Girls’ “Public Schools” in North India Meghan M. Chidsey Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2017 © 2016 Meghan M. Chidsey All rights reserved ABSTRACT Mediated Empowerments: An Ethnography of Four, All-Girls’ “Public Schools” in North India Meghan M. Chidsey This ethnography takes place at four of northern India’s most renowned, all-girls’ private boarding schools, established in reference to the British Public Schooling model mainly during the tail ends of colonialism by Indian queens and British memsahibs on the sub-continent. It is a story told from the points of view of founders, administrators, and teachers, but primarily from that of students, based on fieldwork conducted from July 2013 through June 2014. Schools heralded as historic venues of purported upper-caste girls’ emancipation, this study interrogates the legacies of this colonial-nationalist moment by examining how these institutions and their female students engage in newer processes and discourses of class formation and gendered empowerment through schooling. For one, it considers the dichotomous (re)constructions of gendered and classed personhoods enacted through exclusionary modernities, particularly in terms of who gains access to these schools, both physically and through symbolic forms of belonging. It then examines the reclamation of these constructs within (inter)national -
Ramakrishna Literature Vis-A-Vis the Brahmos
RAMAKRISHNA LITERATURE VIS-A-VIS THE BRAHMOS RUCHIRA MITRA Research Scholar, PP ENG 0054 Rayalaseema University, Andhra Pradesh [Ex HOD, English, Shadan Degree College for Boys, Hyderabad Ex Lecturer, Post Graduate College, OU, Secunderabad] (AP), INDIA. Much of the present day traumatic situation is attributed to people moving away from spiritual readings. But, it is quite difficult to get reliable accounts of saintly lives because they are heavily dependent on miracles and adulation. Neither the matter nor the manner of portrayal carries noteworthy spiritual instruction or any literary merit. In such situation one eminent exception is the contemporary literature based on the life and teachings of the 19th century Hindu saint Ramakrishna Paramahamsa. His contact with the influential Brahmo leaders brought about the genesis of Ramakrishna literature. These are authentic contemporary accounts of the saint’s life and teachings. The writings of the Brahmo admirers of Ramakrishna gave rise to the subsequent literature authored by writers of repute in the last hundred years. This article discusses the mutually enriching relationship between the saint Ramakrishna and the enlightened Brahmos that subsequently gave birth to the vast literature known as Ramakrishna-Vivekananda literature which occupies the pride of place in spiritual literature as they have become very much part of mainstream literature. Key Words: Ramakrishna, Brahmo, Brahmo Movement, Bridge To Eternity, Biography INTRODUCTION The present day “secular” world, full of strife and violence, calls for situating spiritual values in the field of mainstream literature: this is because much of this traumatic situation is attributed to people moving away from spiritual readings. But, it is quite difficult to get reliable accounts of saintly lives. -
Religious Experiments in Colonial Calcutta
FERDINANDO SARDELLA Religious experiments in colonial Calcutta Modern Hinduism and bhakti among the Indian middle class alcutta, 1874: it was one hundred and nine years since the British East India CCompany had taken possession of Bengal, sixteen years since the British Raj officially took over its rule and seventy-three years before Indian inde- pendence.1 A vast and ancient civilisation lived under the rule of the inhabit- ants of a small North Atlantic island, who had managed to project their cul- ture, their religion—and their economic interests—into almost every corner of the globe. It was a time when India was the jewel in the crown of the British Raj and Calcutta had been transformed into a Eurasian metropolis second only to London itself. 1874 was also the year when Bhaktisiddhānta Sarasvatī, a Vaishnava of the devotional (bhakti) school of Chaitanya (1486–1534), was born; he died sixty-three years later in 1937. The span of his lifetime was en- trenched in circumstances and events that occurred in and around the city of Calcutta and came to shape the foundation of what is generally known as ‘modern Hinduism’ (the term ‘Hinduism’ will be discussed more in detail at the end of the chapter). For this reason, these years will serve as a suitable focus for this chapter.2 The year 1874 came round at a time of transition in India, when events that began more than a century earlier had started to produce novel patterns of change. In 1757 the Battle of Plassey had paved the way for total domin- ation, as Britain won over French influences in the East. -
Debendranath Tagore
UNIT – III RELIGIOUS THINKERS DEBENDRANATH TAGORE Debendranath Tagore (May 15, 1817 - January 19, 1905) was an Indian Bengali philosopher and Hindu reformer from current-day West Bengal, in India. His son, Rabindrantah Tagore was a Nobel Prize winning poet. Debendranath was himself a leading contributor to the Bengali renaissance. A philanthropist and social activist, his interest in democracy and in education helped to produce a generation of Indians from whom the leaders of the nation emerged in its independence struggle against the British Empire. His concern to integrate Indian and Western ideas and to be guided by reason had a major impact on the public consciousness. The desire to modernize and to industrialize but not to become a cultural replica of the West can be traced back to Debendranath, and to his influential family. Contents 1 Biography 2 Debendranath and the Samaj 3 Social Activism 4 Teaching 5 Family Biography He was born in Calcutta, India. His father, Dwarkanath Tagore, was a wealthy landowner and successful entrepreneur with interests in shipping and banking, among other ventures. Dwarkanath was a co-founder, with Ram Mohan Roy of the reformist Brahmo Samaj. He had also financed such projects as the Calcutta Medical College. From the age of nine, Debendranath received a classical Brahmin education which included the study of Sanksrit as well as Persian but he also studied English and Western philosophy. In 1827 he enrolled in the Anglo-Hindu College in Calcutta, which Roy had founded. After graduating, he started managing the family estate but his interest in religion and philosophy soon began to take up most of his time. -
Encyclopedia of Hinduism J: AF
Encyclopedia of Hinduism J: AF i-xL-hindu-fm.indd i 12/14/06 1:02:34 AM Encyclopedia of Buddhism Encyclopedia of Catholicism Encyclopedia of Hinduism Encyclopedia of Islam Encyclopedia of Judaism Encyclopedia of Protestantism i-xL-hindu-fm.indd ii 12/14/06 1:02:34 AM Encyclopedia of World Religions nnnnnnnnnnn Encyclopedia of Hinduism J: AF Constance A. Jones and James D. Ryan J. Gordon Melton, Series Editor i-xL-hindu-fm.indd iii 12/14/06 1:02:35 AM Encyclopedia of Hinduism Copyright © 2007 by Constance A. Jones and James D. Ryan All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the pub- lisher. For information contact: Facts On File, Inc. An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 ISBN-10: 0-8160-5458-4 ISBN-13: 978-0-8160-5458-9 Library of Congress Cataloging-in-Publication Data Jones, Constance A., 1961– Encyclopedia of Hinduism / Constance A. Jones and James D. Ryan. p. cm. — (Encyclopedia of world religions) Includes index. ISBN 978-0-8160-5458-9 1. Hinduism—Encyclopedias. I. Ryan, James D. II. Title. III. Series. BL1105.J56 2006 294.503—dc22 2006044419 Facts On File books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions, or sales promotions. Please call our Special Sales Department in New York at (212) 967-8800 or (800) 322-8755. -
PAPER 1 DSE-A-1 SEM -5: HISTORY of BENGAL(C.1757-1905) IV
PAPER 1 DSE-A-1 SEM -5: HISTORY OF BENGAL(c.1757-1905) IV. CULTURAL CHANGES AND SOCIAL AND RELIGIOUS REFORM MOVEMENT (C). HINDU AND MUSLIM RELIGIOUS REVIVALIST MOVEMENT The early policy the East India Company was that of the non-intervention in Indian social matters. Along with pragmatism that demanded continuation of existing systems, there was also a respect for traditional Indian culture that expressed itself in Warren Hastings’s policy of Orientalism. But since the End of Hastings’s tenure there was a gradual move towards cautious intervention in Indian Social Institutions. However the Company’s Government was still tentative about interfering for fear of adverse Indian reaction. It could not do so unless a section of the Indian society was prepared to support reform. Such a group that would support wide ranging social reforms in India was soon to emerge through the introduction of English education, which became therefore the first and the most area of intervention and innovation for the Company’s state in India In the early 19th century a series of social reformed were initiated which remained reformed mainly from above through government fiat and as expected these reforms remained on paper in most cases, as there was never any attempt to develop a modern social consciousness from below. But from the mid-19th century onwards the earlier reforming tendencies was broadened. The socio-religious movement of a given area must be examined in relation to British influence and political dominance, in terms of local and regional cultures and according to pattern of interaction between different religious communities.The historic role of socio-religious reform movements can only be understood within the context in which they originated and functioned. -
Volumexv Apostle Evangelist.Pdf
M., THE APOSTLE & THE EVANGELIST - XV M., the writer of Sri Sri Ramakrishna Kathamrita Mahendranath Gupta, universally known as M. was an erudite scholar of the Calcutta University. He came in contact with Sri Ramakrishna on 26th of February 1882 – a divine dispensation which turned this householder devotee into a sage. Sri Ramakrishna later said to him: “... You belong to the ever-perfect class … you are my own, of the same substance as father and son ... You are one of those who trade in the jewellery of the Spirit ... You will have to do a little of the Divine Mother’s work … You will have to narrate Bhagavata to people …” M. lived and recorded Sri Sri Ramakrishna Kathamrita, which is the “Bible of the countless devoted to the Great Master, Sri Ramakrishna.” About this everlasting monument, the Veda-like great classic of this age, the Holy Mother wrote in a letter to M., “One day as I heard you reading from the Kathamrita I felt as if he (Sri Ramakrishna) himself was talking.” Swami Vivekananda in overflowing praise declared, “It is indeed wonderful. The move is quite original. It has been reserved for you, this great work.” Swami Tapasyananda said: “If there is in the world any one text that comes very near the original teaching of a God- man, it is the record of M. and M. alone.” M., the Apostle & the Evangelist A continuation of M.’s Sri Sri Ramakrishna Kathamrita A guide to Indian culture & Self-knowledge VOLUME XV By SWAMI NITYATMANANDA Translated By Dharm Pal Gupta SRI MA TRUST 579, Sector 18-B, Chandigarh – 160 018, India. -
Brahmoism and Enlightenment Scene in Pre- Independence India Tulika Nagesh
International Journal of English, Literature and Social Science (IJELS) Vol-4, Issue-6, Nov – Dec 2019 https://dx.doi.org/10.22161/ijels.46.2 ISSN: 2456-7620 Brahmoism and Enlightenment scene in pre- independence India Tulika Nagesh Guest Faculty, Rani Durgawati University, Jabalpur, India There have been various attempts to answer the question prevail. Reason must be based on “conscience” of an “What is Enlightenment?” The philosophers and historians individual and conscience must be favorable for humankind. have tried to answer this question posed many a times. In the Moral and ethical framework is needed for the working of a present scenario the most appreciated and accepted definition man’s rationale. Reason is important in the making of a of enlightenment is considered to be is that of Immanuel modern state. A modern state is formed when a civil society Kant’s. is formed which consists of free but civilized individuals. German philosopher Immanuel Kant says that This civil society becomes a Habermasian public sphere “enlightenment is a man’s release from self-incurred where ‘rational debate’ can be conducted. tutelage.’’ Here, tutelage is the inability of a man to make use Now if we talk about the civil society we can place religion of his “reason”. He mentions that a man is needed to have as the major source of rational and moral subjects. These courage to use his own reason and remain unaffected of any subjects can further create a major organizational aspect of external force. But the problem with Kantian version of use public sphere. Secularity being the other important aspect of of reason appears problematic to some.