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Série Antropologia 103 Three Essays on Anthropology in India
Universidade de Brasília Instituto de Ciências Humanas Departamento de Antropologia 70910.900 – Brasília, DF Fone: +55 61 3307 3006 Série Antropologia 103 Three essays on anthropology in India Mariza Peirano This issue brings together the translation into English of numbers 57, 65 and 83 of Série Antropologia. The present title replaces the former “Towards Anthropo- logical Reciprocity”, its designation from 1990 to 2010. 1990 Table of contents Introduction .............................................................................. 2 Acknowledgements .................................................................. 7 Paper 1: On castes and villages: reflections on a debate.............. 8 Paper 2: “Are you catholic?” Travel report, theoretical reflections and ethical perplexities ………………….. 26 Paper 3: Anthropological debates: the India – Europe dialogue ...................................................... 54 1 Introduction The three papers brought together in this volume of Série Antropologia were translated from Portuguese into English especially to make them available for an audience of non- Brazilian anthropologists and sociologists. The papers were written with the hope that a comparison of the Brazilian with the Indian academic experience could enlarge our understanding of the social, historical and cultural implications of the development of anthropology in different contexts. This project started in the late 1970’s when, as a graduate student at Harvard University, I decided to take a critical look at the dilemmas that face -
A.R. Desai: Social Background of Indian Nationalism
M.A. (Sociology) Part I (Semester-II) Paper III L .No. 2.2 Author : Prof. B.K. Nagla A.R. Desai: Social Background of Indian Nationalism Structure 2.2.0 Objectives 2.2.1 Introduction to the Author 2.2.2 Writing of Desai 2.2.3 Nationalism 2.2.3.1 Nation : E.H. Carr's definition 2.2.3.2 National Sentiment 2.2.3.3 Study of Rise and Growth of Indian Nationalism 2.2.3.4 Social Background of Indian Nationalism 2.2.4 Discussion 2.2.5 Nationalism in India, Its Chief Phases 2.2.5.1 First Phase 2.2.5.2 Second Phase 2.2.5.3 Third Phase 2.2.5.4 Fourth Phase 2.2.5.5 Fifth Phase 2.2.6 Perspective 2.2.7 Suggested Readings 2.2.0 Objectives: After going through this lesson you will be able to : • introduce the Author. • explain Nationalism. • discuss rise and growth of Indian Nationalism. • know Nationalism in India and its different phases. 2.2.1 Introduction to the Author A.R.Desai: (1915-1994) Akshay Ramanlal Desai was born on April 16, 1915 at Nadiad in Central Gujarat and died on November 12, 1994 at Baroda in Gujarat. In his early ears, he was influenced by his father Ramanlal Vasantlal Desai, a well-known litterateur who inspired the youth in Gujarat in the 30s. A.R.Desai took part in student movements in Baroda, Surat and Bombay. He graduated from the university of M.A. (Sociology) Part I 95 Paper III Bombay, secured a law degree and a Ph.D. -
Contributions of Lala Har Dayal As an Intellectual and Revolutionary
CONTRIBUTIONS OF LALA HAR DAYAL AS AN INTELLECTUAL AND REVOLUTIONARY ABSTRACT THESIS SUBMITTED FOR THE AWARD OF THE DEGREE OF ^ntiat ai pijtl000pi{g IN }^ ^ HISTORY By MATT GAOR CENTRE OF ADVANCED STUDY DEPARTMENT OF HISTORY ALIGARH MUSLIM UNIVERSITY ALIGARH (INDIA) 2007 ,,» '*^d<*'/. ' ABSTRACT India owes to Lala Har Dayal a great debt of gratitude. What he did intotality to his mother country is yet to be acknowledged properly. The paradox ridden Har Dayal - a moody idealist, intellectual, who felt an almost mystical empathy with the masses in India and America. He kept the National Independence flame burning not only in India but outside too. In 1905 he went to England for Academic pursuits. But after few years he had leave England for his revolutionary activities. He stayed in America and other European countries for 25 years and finally returned to England where he wrote three books. Har Dayal's stature was so great that its very difficult to put him under one mould. He was visionary who all through his life devoted to Boddhi sattava doctrine, rational interpretation of religions and sharing his erudite knowledge for the development of self culture. The proposed thesis seeks to examine the purpose of his returning to intellectual pursuits in England. Simultaneously the thesis also analyses the contemporary relevance of his works which had a common thread of humanism, rationalism and scientific temper. Relevance for his ideas is still alive as it was 50 years ago. He was true a patriotic who dreamed independence for his country. He was pioneer for developing science in laymen and scientific temper among youths. -
Indian Students, 'India House'
Wesleyan University The Honors College Empire and Assassination: Indian Students, ‘India House’, and Information Gathering in Great Britain, 1898-1911 by Paul Schaffel Class of 2012 A thesis submitted to the faculty of Wesleyan University in partial fulfillment of the requirements for the Degree of Bachelor of Arts with Departmental Honors in History Middletown, Connecticut April, 2012 2 Table Of Contents A Note on India Office Records.............................................................................................3 Acknowledgements ...................................................................................................................4 Introduction-A Dynamic Relationship: Indian Students & the British Empire.....5 Separate Spheres on a Collision Course.................................................................................6 Internal Confusion ....................................................................................................................9 Outline...................................................................................................................................... 12 Previous Scholarship.............................................................................................................. 14 I. Indian Students & India House......................................................................... 17 Setting the Stage: Early Indian Student Arrivals in Britain .............................................. 19 Indian Student Groups ......................................................................................................... -
Practice Test Doc.- Modern History
KK INSTITUTION YOUR DREAM OUR TARGET __________________________________________________________________________________ Name of the Candidate: _________________________________________ 1. The Montague-Chelmsford Report formed the basis of: (A) The Indian Council Act, 1909 (B) The Government of India Act, 1919 (C) The Government of India Act, 1935 (D) The Indian Independence Act, 1947 2. Annie Besant was: 1. Responsible for starting the Home Rule Movement. 2. The founder of the Theosophical Society. 3. Once the President of the Indian National Congress. Select the correct statement/statements using the codes given below: (A) Only 1 (B) 2 and 3 (C) 1 and 3 (D) 1, 2 and 3 3. Arrange the following events of Indian freedom movement in correct sequence beginning from the earliest: 1. Second Round Table Conference 2. Communal Award 3. Poona Pact 4. Simon Commission Select the correct answer using the codes given below: (A) 1-2-3-4 (B) 4-3-2-1 (C) 4-1-2-3 (D) 3-2-1-4 4. Who among the following first used the word “Swarajya” in its political sense and accepted Hindi as the national language of India? (A) Rammohan Roy (B) Swami Vivekananda (C) Mahatma Gandhi (D) Bal Gangadhar Tilak 5. Who was the first President of All Inida Trade Union Congress (AITUC)? (A) C.R. Das (B) V.V. Giri (C) Lala Lajpat Rai (D) Sarojini Naidu 6. “Tinkathia System” in Champaran meant (A) Cultivation of Indigo on the 3/20 area of land. (B) Cultivation of Indigo on the 3/19 area of land. (C) Cultivation of Indigo on the 3/18 area of land (D) None of the above 7. -
Gandhi's Gita and Politics As Such
Modern Intellectual History, 7, 2 (2010), pp. 335–353 C Cambridge University Press 2010 doi:10.1017/S1479244310000107 gandhi’s gita and politics as such∗ dipesh chakrabarty† and rochona majumdar‡ †Department of History, University of Chicago; ‡Department of South Asian Languages and Civilizations, University of Chicago E-mail: [email protected]; [email protected] M. K. Gandhi’s “Discourses on the Gita,” a series of talks delivered to ashramites at Sabarmati during 1926 and 1927, provides a singular instance in Indian intellectual thought in which the Bhagavad Gita’s message of action is transformed into a theory of non-violent resistance. This essay argues that Gandhi’s reading of the Gita has to be placed within an identifiable general understanding of the political that emerged among the so-called “extremists’ in the Congress towards the beginningof the twentieth century. Gandhi, we argue, wrested from the “Extremists” their vocabulary and their pre- eminent political text, the Gita, and put them to use in the cause of non-violent politics. But, more importantly, his discourses on the Gita after 1920 suggest an acceptance, on his part, of politics as it actually was. This is where he departed from the projects of Tilak or Aurobindo. The Gita, in Gandhi’s hand, became a talismanic device that allowed the satyagrahi his or her involvement in political action while providing protection from the necessary and unavoidable venality of politics and its propensity to violence. i Immediately after the Amritsar Congress of December 1919, Gandhi joined issue with the Indian nationalist leader Balagangadhar Tilak, or Tilak Maharaj, or the Lokamanya (as he was popularly called), on the question of the nature of modern politics. -
Repor T Resumes
REPOR TRESUMES ED 017 908 48 AL 000 990 CHAPTERS IN INDIAN CIVILIZATION--A HANDBOOK OF READINGS TO ACCOMPANY THE CIVILIZATION OF INDIA SYLLABUS. VOLUME II, BRITISH AND MODERN INDIA. BY- ELDER, JOSEPH W., ED. WISCONSIN UNIV., MADISON, DEPT. OF INDIAN STUDIES REPORT NUMBER BR-6-2512 PUB DATE JUN 67 CONTRACT OEC-3-6-062512-1744 EDRS PRICE MF-$1.25 HC-$12.04 299P. DESCRIPTORS- *INDIANS, *CULTURE, *AREA STUDIES, MASS MEDIA, *LANGUAGE AND AREA CENTERS, LITERATURE, LANGUAGE CLASSIFICATION, INDO EUROPEAN LANGUAGES, DRAMA, MUSIC, SOCIOCULTURAL PATTERNS, INDIA, THIS VOLUME IS THE COMPANION TO "VOLUME II CLASSICAL AND MEDIEVAL INDIA," AND IS DESIGNED TO ACCOMPANY COURSES DEALING WITH INDIA, PARTICULARLY THOSE COURSES USING THE "CIVILIZATION OF INDIA SYLLABUS"(BY THE SAME AUTHOR AND PUBLISHERS, 1965). VOLUME II CONTAINS THE FOLLOWING SELECTIONS--(/) "INDIA AND WESTERN INTELLECTUALS," BY JOSEPH W. ELDER,(2) "DEVELOPMENT AND REACH OF MASS MEDIA," BY K.E. EAPEN, (3) "DANCE, DANCE-DRAMA, AND MUSIC," BY CLIFF R. JONES AND ROBERT E. BROWN,(4) "MODERN INDIAN LITERATURE," BY M.G. KRISHNAMURTHI, (5) "LANGUAGE IDENTITY--AN INTRODUCTION TO INDIA'S LANGUAGE PROBLEMS," BY WILLIAM C. MCCORMACK, (6) "THE STUDY OF CIVILIZATIONS," BY JOSEPH W. ELDER, AND(7) "THE PEOPLES OF INDIA," BY ROBERT J. AND BEATRICE D. MILLER. THESE MATERIALS ARE WRITTEN IN ENGLISH AND ARE PUBLISHED BY THE DEPARTMENT OF INDIAN STUDIES, UNIVERSITY OF WISCONSIN, MADISON, WISCONSIN 53706. (AMM) 11116ro., F Bk.--. G 2S12 Ye- CHAPTERS IN INDIAN CIVILIZATION JOSEPH W ELDER Editor VOLUME I I BRITISH AND MODERN PERIOD U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. -
International Relations in Late Colonial India
EMERGING PERSPECTIVES Imagining new worlds: forging ‘non-western’ International Relations in late colonial India Martin J. Bayly reveals an Indian dimension to the development of International Relations studies For some time, the academic discipline of International Relations has comforted itself with the notion that its origins lie in the noble quest for peaceful coexistence after the horrors of the First World War. Given an institutional footing here in the United Kingdom with the establishing Dr Martin J. Bayly is of the Woodrow Wilson Chair at Aber- a British Academy yswyth in 1919, and rooted in the longer Postdoctoral Fellow standing traditions of ‘political science’ in at the London School the United States, International Relations of Economics. has maintained its European and North American creation myths. Yet in August 1919, the 13th edition of the leading American journal Amer- ican Political Science Review published an article by the Indian sociologist and political theorist Benoy Kumar Sarkar. The paper, titled ‘Hindu Theory of International Relations’, drew upon a wealth of Hindu spiritual texts (the Vedas) published by Oriental Societies in India, the United States and elsewhere, outlining a doctrine of mandala or ‘sphere of influence’. Described as underlying the ‘Hindu idea of the “balance of power”’, he presented the doctrine as pervading multiple texts in the longstanding tradition of Hindu ‘speculation on the Professor Benoy Kumar Sarkar, from the March-April 1917 subject of international relations’, including the famed issue of The Hindusthanee Student. 4th-century BC political writings of Kautilya’s Artha- 1 shastra and Kamandaka’s Nitisara. – as with ideas of ‘Greater Britain’. -
Beginning of Modern Nationalism in India
Beginning of Modern Nationalism in India Temporal Context: 1850s and onwards Geographical Context: Indian subcontinent particularly presidency areas of Madras, Bombay and Calcutta Social context: Indian renaissance, social reform movement created an atmosphere conducive for the development of Modern Nationalism Political context: The growth of Modern Nationalism in India was influenced by 1. The worldwide upsurge of the concepts of nationalism and right of self-determination initiated by the French Revolution. 2. Modernisation initiated by the British in India. 3. British imperialist policies in India. Factors responsible for the growth of modern nationalism in India 1. Understanding of Contradictions in Indian and Colonial Interests 2. Political, Administrative and Economic Unification of the Country: Modern means of transport and communication brought people, especially the leaders, from different regions together. This was important for the exchange of political ideas and for mobilisation and organisation of public opinion on political and economic issues. 3. Western Thought and Education: The introduction of a modern system of education afforded opportunities for assimilation of modern Western ideas. This, in turn, gave a new direction to Indian political thinking. The liberal and radical thought of European writers like Milton, Shelley, John Stuart Mill, Rousseau, Paine, Spencer and Voltaire helped many Indians imbibe modern rational, secular, democratic and nationalist ideas. 4. Role of Press and Literature: The second half of the nineteenth century saw an unprecedented growth of Indian-owned English and vernacular newspapers, despite numerous restrictions imposed on the press by the colonial rulers from time to time. The press while criticising official policies, on the one hand, urged the people to unite, on the other. -
Shankar Ias Academy Test 7 - Modern India - Ii - Explanation Answer Key
SHANKAR IAS ACADEMY TEST 7 - MODERN INDIA - II - EXPLANATION ANSWER KEY 1. Ans (d) 2. Ans (a) Explanation: Calcutta • Calcutta was home to 5 Nobel Laureates - the most in any Asian Mainland city (apart from Tokyo and Kyoto). Sir Ronald Ross, Rabindranath Tagore, Sir C V Raman, Amartya Sen and Mother Teresa. • Sir Ronald Ross was a British medical doctor who received the Nobel Prize for Physiology or Medicine in 1902 for his work on the transmission of malaria, becoming the first British Nobel laureate, and the first born outside of Europe. He worked in the Indian Medical Service for 25 years. It was during his service that he made the groundbreaking medical discovery. • It is the oldest of all the shipping ports of Indian coastline. Situated on the Hooghly River, it remained the capital for British Empire in India for a very long time. It was situated about 30 km from the coast. 3. Ans (a) Explanation: Indian rhinoceros • The Indian rhinoceros once ranged throughout the entire stretch of the Indo-Gangetic Plain, but excessive hunting and agricultural development reduced their range drastically to 11 sites in northern India and southern Nepal. Moreover, the extent and quality of the rhino's most important habitat, alluvial grassland and riverine forest, is considered to be in decline due to human and livestock encroachment. • The endangered species that live within the Sundarbans and extinct species that used to be include the royal Bengal tigers, estuarine crocodile, northern river terrapins (Batagur baska), olive ridley sea turtles, Gangetic dolphin, ground turtles, hawksbill sea turtles and king crabs (horse shoe). -
Anarchist Communist in Defence of a Free Press
An Anarchist Communist ‘In Defence of a Free Press’ Guy Aldred and the Indian Nationalists in London Ole Birk Laursen December 17, 2017 At a time when press freedom is, simultaneously, under attack by and usurped by the political right across the United States, India and Britain, for example, there is an urgent need to bear in mind the ways in which activists and radicals on the political left have defended the right to free speech and press historically. While the sedition law was still used against IRA organisers in the 1970s, the law was scrapped in the UK in 2009. However, it remains in the statute books in many former British colonies, including India. The repression of a free press, in other words, is another colonial legacy that demands greater historical attention if we are to understand the importance of defending it. In November 2015, the Benchers of the Honourable Society of the Inner Temple reinstated the former Indian lawyer and nationalist Shyamaji Krishnavarma ‘in recognition of the fact that the cause of Indian home rule, for which he fought, was not incompatible with membership of the bar and that by modern standards he did not receive an entirely fair hearing’. As an advocate of non-parliamentarian anti-colonial nationalism, Krishnavarma was the founder of the Indian revolutionary movement in Britain; in the space of six months in 1905, he set up scholarships for Indian students to study in Britain, the penny-monthly The Indian Sociologist, the Indian Home Rule Society and India House, a hostel for Indian students in London. -
Neo-Hindu Fundamentalism Challenging the Secular and Pluralistic Indian State†
Article Neo-Hindu Fundamentalism Challenging the Secular and Pluralistic Indian State† Gino Battaglia Writer and essayist, independent researcher; Clarence Terrace, Penzance TR18 2PZ, Cornwall, UK; [email protected] † This article benefited from the assistance of George Kuscow who reviewed the text with great care and sympathy. Received: 29 August 2017; Accepted: 25 September 2017; Published: 3 October 2017 Abstract: Secularism seems to require separation between religion and State. Regarding India, it would be better to speak of ‘equidistance’ between State and religious denominations. Nonetheless a ‘balanced treatment’ towards the religions leaves the question open as to what form that equidistance should take. This is the reason of some contradictions in today’s Indian social and political life. It is likely that without the Moghul and British domination Hinduism would not have acquired a militant identity. It was the ‘epiphany’ of well-armed, powerful ‘Others’ (Muslim, Christian or secular) which generated frustration and fear to such an extent that a religious nationalism (Hindutva) was born. Nehru and the Left of the Congress Party leadership thought that modernity would overcome religion, which is a remnant of the past. They were confident that a political culture based on pluralism and tolerance would become the foundations of the new society. This is exactly what Hindu Nationalism takes issue with: the ‘pseudo-seculars’ project of building the national identity without Hinduism or against Hinduism. Hindutva asserts that Hinduism is the basis of the Indian civilization. The Hindu ethos is the soul of the nation. Keywords: Hindu Nationalism; Hinduism; Hindutva; India; Fundamentalism; secularism; religion and violence; State and religion 1.