Killensp, Dissertation, South Asians and the Creation of International
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Complete List of Books in Library Acc No Author Title of Book Subject Publisher Year R.No
Complete List of Books in Library Acc No Author Title of book Subject Publisher Year R.No. 1 Satkari Mookerjee The Jaina Philosophy of PHIL Bharat Jaina Parisat 8/A1 Non-Absolutism 3 Swami Nikilananda Ramakrishna PER/BIO Rider & Co. 17/B2 4 Selwyn Gurney Champion Readings From World ECO `Watts & Co., London 14/B2 & Dorothy Short Religion 6 Bhupendra Datta Swami Vivekananda PER/BIO Nababharat Pub., 17/A3 Calcutta 7 H.D. Lewis The Principal Upanisads PHIL George Allen & Unwin 8/A1 14 Jawaherlal Nehru Buddhist Texts PHIL Bruno Cassirer 8/A1 15 Bhagwat Saran Women In Rgveda PHIL Nada Kishore & Bros., 8/A1 Benares. 15 Bhagwat Saran Upadhya Women in Rgveda LIT 9/B1 16 A.P. Karmarkar The Religions of India PHIL Mira Publishing Lonavla 8/A1 House 17 Shri Krishna Menon Atma-Darshan PHIL Sri Vidya Samiti 8/A1 Atmananda 20 Henri de Lubac S.J. Aspects of Budhism PHIL sheed & ward 8/A1 21 J.M. Sanyal The Shrimad Bhagabatam PHIL Dhirendra Nath Bose 8/A2 22 J.M. Sanyal The Shrimad PHIL Oriental Pub. 8/A2 Bhagabatam VolI 23 J.M. Sanyal The Shrimad PHIL Oriental Pub. 8/A2 Bhagabatam Vo.l III 24 J.M. Sanyal The Shrimad Bhagabatam PHIL Oriental Pub. 8/A2 25 J.M. Sanyal The Shrimad PHIL Oriental Pub. 8/A2 Bhagabatam Vol.V 26 Mahadev Desai The Gospel of Selfless G/REL Navijvan Press 14/B2 Action 28 Shankar Shankar's Children Art FIC/NOV Yamuna Shankar 2/A2 Number Volume 28 29 Nil The Adyar Library Bulletin LIT The Adyar Library and 9/B2 Research Centre 30 Fraser & Edwards Life And Teaching of PER/BIO Christian Literature 17/A3 Tukaram Society for India 40 Monier Williams Hinduism PHIL Susil Gupta (India) Ltd. -
Writing Modern Chinese History Inside out : New Relational Approaches to (Un)Thinking the Nation‑State, Diaspora, and Transnationalism
This document is downloaded from DR‑NTU (https://dr.ntu.edu.sg) Nanyang Technological University, Singapore. Writing modern Chinese history inside out : new relational approaches to (un)thinking the nation‑state, diaspora, and transnationalism van Dongen, Els 2019 van Dongen, E. (2019). Writing modern Chinese history inside out : new relational approaches to (un)thinking the nation‑state, diaspora, and transnationalism. Twentieth‑Century China, 44(3), 362‑371. doi:10.1353/tcc.2019.0035 https://hdl.handle.net/10356/144278 https://doi.org/10.1353/tcc.2019.0035 © 2019 Twentieth Century China Journal, Inc. All rights reserved. This paper was published by Johns Hopkins University Press in Twentieth‑Century China and is made available with permission of Twentieth Century China Journal, Inc. Downloaded on 26 Sep 2021 02:18:15 SGT The final version of this article was published in Twentieth-Century China 44.3 (October 2019): 362-371. Review Essay Writing Modern Chinese History Inside Out: New Relational Approaches to (Un)Thinking the Nation-State, Diaspora, and Transnationalism Els van Dongen Nanyang Technological University, Singapore Abstract Engaging with earlier scholarship that probes the linearity of the nation-state, recent works employ new relational approaches and foreground “Chinese” perceptions of “China.” They approach modern Chinese history through the lens of the emigrant-homeland dynamic, advocating a localized transnationalism and exploring the implications of the transnational turn on temporality. Also, situating the nation-state within history, they argue for a “shifting” China based on questions of ethnicity and cultural exchange. This essay discusses the following works. Shelly Chan. Diaspora’s Homeland: Modern China in the Age of Global Migration. -
Tan Sierra Research 1
Running Head: Sierra Tan’s Research Paper #1 1 Education in India With a population of more than 1.2 billion, India has the second largest education system in the world (after China). According to a 2011 Census conducted by the United Nations Population Division, half of its population is under the age of 25, depicting an image of a youthful engine for economic growth. However, this growth can only be achieved if the many problems in its education system can be resolved. For example, India is one of the countries with a high illiteracy rate with a quarter of its population un-educated; there is a large gap between male and female literacy rate; and the teaching quality is very low, especially in public sectors. This research paper aims to help our readers understand education in India, and identify what factors have contributed to its current status. I will start with an overview of India’s education system and its major characteristics; then I will explore the causal factors from cultural, historical, and philosophical perspectives respectively; and conclude with some recommendations for its future development. Overview of India’s Education System Structure India is divided into 29 states and 7 “Union Territories”. Education in India is provided by the public as well as the private sector, with control and funding coming from three levels – central, state, and local, and it falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The apex body for curriculum related matters for school education in India is the National Council of Educational Research and Training (NCERT), which plays a central role in developing policies and programs. -
A Ñisforuol NDIH'
./l . l'e-¡c .."$*{fr.n;iT " a^ã*'.t't ç1' """'" A ñisforuol NDIH' Hermann Kulke and Dietmar Rothermund Ël I-ondon and New York f røeo] i i f The Freedom Movement and the partition of India 277 I The Freedom 't Movement and the a solidarity based on a glorious past. This solidarity 7 .{ traditionalism became Partition of India i a major feature of Indian nationalism - and as it was based on Hindu v traditions, it excluded the Muslims. i The Muslims were suspicious of this neo-Hinduism and even distrusted iq I its profession of religious universalism. The emphasis on the equality F i: of all religions was seen as particularly t a subtle threat to Islamic iden- tity. ! But while such trends among the educated Hindu elite were merely The Indian Freedom Movement i suspect to the Muslims, more popular movements of Hindu solidarity ,i - such as the cow-protection movement in Northern India _ were The challenge of imperial rule produced India's nationalism, which raised ''' positively resented by them as a direct attack on their own religious prac- its head rather early in the nineteenth century. Among the new educated i tices, which included cow-slaughter at certain religious fesiivals. the elite there were some critical intenectuars lookeã i wlo upon foreign rule i Hindi-urdu controversy in Northern India added additional fuel to the as a transient phenomenon. As earry as ; lg49 Gopal i{ari Desãmukh ! fire of communal conflict. The Hindus asked only for equal recognition praised American democracy in a Marathi newspaper and predicted that of their language Hindi, written in Devanagari script as a language the Indians would emulate the American I - - revolutionaries ànd drive out permitted in the courts of law, where so far urdu written in Nastaliq the British. -
Life and Work of Romesh Chunder Dutt ------===> Life and "Vork Of
LIFE AND WORK OF ROMESH CHUNDER DUTT --------===> LIFE AND "VORK OF RO~1ESH CHCNDER DUTT C.LE. BY J. N. GUPTA, M.A., I.C.S. WITH AN INTRODUCTION BY HIS HIGHNESS THE MAHARAJA OF BARODA FOUR PHOTOGRAVURE PLATES .'u"D TEN OTHER ILLUSTRATIONS Lo?'-.nON J. M. DENT &- SO ", LTD. NEW YORK: E. P. DUTTON & CO. 19I1 TO HIS CHILDREN WHO)! )!R. DUn LOVED SO DEARLY THIS WORK IS AFFECTIONATELY INSCRIBED BY THE AUTHOR INTRODUCTION IN introducing this life of an eminent intellectual leader of modern India, there is no need for me to dwell upon particular event~ in his life, or upon the literaryachieve ments which have made the name of Romesh Dutt widely known in the West as well as in India. I wish rather to call attention to certain traits which seemed to me-and I had opportunities of knowing him intimately during his most mature period-to mark him out as a man at once of great capacity and great character. And first of all I would mention his astonishing power of work. Romesh Dutt came from a province the climate and traditions of which are commonly supposed to discourage, in a peculiar degree, the exercise 01 physical and mental energy; but there were surely few men of his time. whether Western or Eastern, who laboured more continuously and to greater purpose than he. The claims of the Service to which he gave the best years of his life were in themselves exacting, and it might well have seemed that such strength as was left over from the discharge of official duties would have been wholly absorbed in such researches as those rendered necessary for the writing of the . -
The West and the World, 1789–Present, 3 Credits Boston College Summer Session 2018 Summer I, May 15– June 21 [T / R, 6– 9:15 PM]
The West and the World, 1789–Present, 3 Credits Boston College Summer Session 2018 Summer I, May 15– June 21 [T / R, 6– 9:15 PM] Instructor Name: Dr. Felix A. Jiménez Botta BC E-mail: [email protected] Office: S352 Office Hours: T R, 4:30–5:30 PM. Boston College Mission Statement Strengthened by more than a century and a half of dedication to academic excellence, Boston College commits itself to the highest standards of teaching and research in undergraduate, graduate and professional programs and to the pursuit of a just society through its own accomplishments, the work of its faculty and staff, and the achievements of its graduates. It seeks both to advance its place among the nation's finest universities and to bring to the company of its distinguished peers and to contemporary society the richness of the Catholic intellectual ideal of a mutually illuminating relationship between religious faith and free intellectual inquiry. Boston College draws inspiration for its academic societal mission from its distinctive religious tradition. As a Catholic and Jesuit university, it is rooted in a world view that encounters God in all creation and through all human activity, especially in the search for truth in every discipline, in the desire to learn, and in the call to live justly together. In this spirit, the University regards the contribution of different religious traditions and value systems as essential to the fullness of its intellectual life and to the continuous development of its distinctive intellectual heritage. Course Description This course will provide a broad survey of world history from the Enlightenment to the present. -
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. -
Places in London Associated with Indian Freedom Fighters
A SPECIAL TOUR OF PLACES IN LONDON ASSOCIATED WITH INDIAN FREEDOM FIGHTERS by V S Godbole 1 Preface Indian Freedom struggle went through four phases as described in the next few pages. The role of the revolutionaries has been wiped out of memory by various parties of vested interest. However, because of their sacrifices we have become independent. We now see increased prosperity in India and as a result, many Indians are now visiting England, Europe and even America. Some go around on world tour. And they are not all businessmen. The visitors even include school teachers, and draughtsmen who were once regarded as poorly paid. It is appropriate therefore that they should visit places associated with Veer Savarkar and other Indian freedom fighters who made today's changed circumstances possible. After the failure of the 1857 war to gain Indian independence from rule of the East India Company, some one said to Emperor Bahadurshah, Dum Dumaye Dam Nahi Aba Khaira Mango Janaki Aih, Jafar Aba Thandi Hui Samsher Hindostanki The valour of Indian people has now subsided. You better beg the English for your life. Bahadurshah replied Gaziame Boo Rahegi Jabtalak Eemanki Tabtak To London tak Chalegi Teg Hindostanki As long as there is a spark of self respect in the blood of our youth, we will carry our fight for independence even to doors of London. That fight was indeed carried in London 50 years later by Savarkar and others. Those patriots sacrificed their careers, their comfort, and their lives so that the future generations would live with dignity. -
INDIAN NATIONAL CONGRESS 1885-1947 Year Place President
INDIAN NATIONAL CONGRESS 1885-1947 Year Place President 1885 Bombay W.C. Bannerji 1886 Calcutta Dadabhai Naoroji 1887 Madras Syed Badruddin Tyabji 1888 Allahabad George Yule First English president 1889 Bombay Sir William 1890 Calcutta Sir Pherozeshah Mehta 1891 Nagupur P. Anandacharlu 1892 Allahabad W C Bannerji 1893 Lahore Dadabhai Naoroji 1894 Madras Alfred Webb 1895 Poona Surendranath Banerji 1896 Calcutta M Rahimtullah Sayani 1897 Amraoti C Sankaran Nair 1898 Madras Anandamohan Bose 1899 Lucknow Romesh Chandra Dutt 1900 Lahore N G Chandravarkar 1901 Calcutta E Dinsha Wacha 1902 Ahmedabad Surendranath Banerji 1903 Madras Lalmohan Ghosh 1904 Bombay Sir Henry Cotton 1905 Banaras G K Gokhale 1906 Calcutta Dadabhai Naoroji 1907 Surat Rashbehari Ghosh 1908 Madras Rashbehari Ghosh 1909 Lahore Madanmohan Malaviya 1910 Allahabad Sir William Wedderburn 1911 Calcutta Bishan Narayan Dhar 1912 Patna R N Mudhalkar 1913 Karachi Syed Mahomed Bahadur 1914 Madras Bhupendranath Bose 1915 Bombay Sir S P Sinha 1916 Lucknow A C Majumdar 1917 Calcutta Mrs. Annie Besant 1918 Bombay Syed Hassan Imam 1918 Delhi Madanmohan Malaviya 1919 Amritsar Motilal Nehru www.bankersadda.com | www.sscadda.com| www.careerpower.in | www.careeradda.co.inPage 1 1920 Calcutta Lala Lajpat Rai 1920 Nagpur C Vijaya Raghavachariyar 1921 Ahmedabad Hakim Ajmal Khan 1922 Gaya C R Das 1923 Delhi Abul Kalam Azad 1923 Coconada Maulana Muhammad Ali 1924 Belgaon Mahatma Gandhi 1925 Cawnpore Mrs.Sarojini Naidu 1926 Guwahati Srinivas Ayanagar 1927 Madras M A Ansari 1928 Calcutta Motilal Nehru 1929 Lahore Jawaharlal Nehru 1930 No session J L Nehru continued 1931 Karachi Vallabhbhai Patel 1932 Delhi R D Amritlal 1933 Calcutta Mrs. -
The Tyabji Clan—Urdu As a Symbol of Group Identity by Maren Karlitzky University of Rome “La Sapienza”
The Tyabji Clan—Urdu as a Symbol of Group Identity by Maren Karlitzky University of Rome “La Sapienza” T complex issue of group identity and language on the Indian sub- continent has been widely discussed by historians and sociologists. In particular, Paul Brass has analyzed the political and social role of language in his study of the objective and subjective criteria that have led ethnic groups, first, to perceive themselves as distinguished from one another and, subsequently, to demand separate political rights.1 Following Karl Deutsch, Brass has underlined that the existence of a common language has to be considered a fundamental token of social communication and, with this, of social interaction and cohesion. 2 The element of a “national language” has also been a central argument in European theories of nationhood right from the emergence of the concept in the nineteenth century. This approach has been applied by the English-educated élites of India to the reality of the Subcontinent and is one of the premises of political struggles like the Hindi-Urdu controversy or the political claims put forward by the Muslim League in promoting the two-nations theory. However, in Indian society, prior to the socio-political changes that took place during the nineteenth century, common linguistic codes were 1Paul R. Brass has studied the politics of language in the cases of the Maithili movement in north Bihar, of Urdu and the Muslim minority in Uttar Pradesh and Bihar, and of Panjabi in the Hindu-Sikh conflict in Punjab. Language, Religion and Politics in North India (London: Cambridge University Press, ). -
A Peaceful History of Europe Since 1815
UNIVERSITY OF WESTERN ONTARIO DEPARTMENT OF HISTORY HISTORY 9712A Fall 2013 HIS9712A: A Peaceful History of Europe Since 1815 Francine McKenzie Lawson Hall 2233 661-2111 X84732 [email protected] Office Hours: Wednesday 9-11 or by appointment Sally Marks: ‘Major wars often provide the punctuation marks of history, primarily because they force drastic realignments in the relationships among states.’ (The Illusion of Peace, p. 1) Geoffrey Blainey: ‘For every thousand pages published on the causes of wars, there is less than one page directly on the causes of peace.’ (The Causes of War, p. 3) Course Description: The history of international relations is punctuated by wars; they are typically the bookends that demarcate the end of one era and the start of another - consider the so-called long 19th century: 1815- 1914. Historians devote much attention to the causes and consequences of war. By comparison, periods of ‘peace’ have received scant scholarly attention. It may be that as a non-event, peace is less tangible and therefore less easy to come to terms with. This international history course weaves together international relations, transnational and non-state actors, and ideas about peace over roughly 150 years of European history. It is not primarily a history of pacifism; our working definition of peace is broad and includes the mechanisms which sustained conditions of relative stability in Europe (the Concert of Europe and the EEC), attempts to resurrect peaceful international relations following wars (the Congress of Vienna, the Paris Peace conference of 1919, and the construction of the UN system after World War Two), conceptions of peace (individual, legal, economic, spiritual, geopolitical etc), periods/eras of ‘peace’, as well as the relationship between war and peace. -
From War to War – Europe During the First Half of the 20 Century
From War to War – Europe during the first half of the 20th Century 15304.0052 – Winter Semester 2018/19 Lecturer: Dr. Johannes Müller, Mon – 10-11:30 – R. 0.01 (Building 326) European History during the 20th Century has been described as an “Age of Extremes” (Eric Hobsbawm), as a period in which the “Dark Continent” (Mark Mazower) went “to Hell and Back” (Ian Kershaw) and then had to be rebuild “Out of Ashes” (Konrad Jarausch). This is all the more surprising as the 19th Century seemed to forebode an age of culminating progress, characterised by scientific triumphs, civilizing achievements, accelerated discoveries and technological solutions for all problems and needs of mankind. Yet, the 20th century saw the most barbaric set- back Europe had experienced for ages: Two world-wars, slaughter and repression of entire people and populations, excesses of intolerance, hate and violence, dictatorship, tyranny and the spectre of nuclear apocalypse. Examining the first half of the 20th century is examining how Europe arrived at the edge of self-destruction. It also means to identify the lessons to be learnt by successive generations – as at least in part the second half of the century is reacting to and trying to avoid the errors of the first half. Historiography has just started to historicize the last century as a whole. Hence, we will also deal with competing interpretations which try to integrate the first half of the century into a comprehensive view of the entire epoch. Language of Sessions: English Papers may be written in English, German, French, Italian and Spanish Oral exams, where applicable, can be given in English, Italian and German.