Commonplace Anti-Colonialism: Bhagat Singh's Jail Notebook and the Politics of Reading
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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. -
Ultranationalism: a Proposal for a Quiet Withdrawal
I developed an early suspicion of any form of nationalism courtesy of a geography teacher and an imaginary cricket game. As the only student of Chinese origin in a high school in Bangalore, I was asked by my teacher in a benign voice who I would support if India and China played a match. Aside from the ridiculousness of the question 01/05 (China does not even play cricket), the dubious intent behind it was rather clear, even to a teenager. Still, I dutifully replied, “Sir, I will support India,” for which I received a gratified smile and a pat on the head. I was offended less by the crude attempt by someone in power to force a kid to prove his patriotism, than by the outright silliness of the game. If all it took to Lawrence Liang establish the euphoric security of nationalism was that simple answer, I figured there must be something drastically wrong with the question. I Ultranationalism: was left, however, with an uneasy feeling (one that has persisted through the years), not A Proposal for a because I had given a false answer but because I had been forced to answer a false question. The Quiet answer made pragmatic sense in a schoolboy way (you don’t want to piss off someone who is going to be marking your papers), and I hadn’t Withdrawal read King Lear yet to know that the only appropriate response to the question should have been silence. If Cordelia refuses to participate in Lear’s competition of affective intimacy, it is not just the truth, but also the distasteful aesthetics of her sister’s excessive declarations of love, that motivates her withdrawal into silence. -
HISTORY (Courses Effective from Academic Year 2017-18)
Gangadhar Meher University, SAMBALPUR, ODISHA UNDER GRADUATE PROGRAMME IN HISTORY (Courses effective from Academic Year 2017-18) SYLLABUS OF COURSES OFFERED IN Core Courses, Generic Elective, Ability Enhancement Compulsory Courses & Skill Enhancement Course DEPARTMENT OF HISTORY Gangadhar Meher University SAMBALPUR, ODISHA REGULATIONS OF GENERAL ACADEMIC AND EXAMINATION MATTERS FOR BA/B.Sc./B.COM/BBA/BSc.IST EXAMINATIONS (THREE YEAR DEGREE COURSE) UNDER CHOICE BASED CREDIT SYSTEM AND SEMESTER SYSTEM (Effective for the students admitted to First year of Degree course during 2015-16 and afterwards) CHAPTER-I (REGULATIONS OF GENERAL ACADEMIC MATTERS) 1. APPLICATION & COMMENCEMENT: (i) These regulations shall come into force with effect from the academic session 2015-16. 2. CHOICE-BASED CREDIT SYSTEM (CBCS): CBCS is a flexible system of learning that permits students to 1. Learn at their own pace. 2. Choose electives from a wide range of elective courses offered by the University Departments. 3. Adopt an inter-disciplinary approach in learning and 4. Make best use of the expertise of available faculty. 3. SEMESTER: Depending upon its duration, each academic year will be divided into two semesters of 6 months duration. Semesters w-ill be known as either odd semester or even semester. The semester from July to December will be Semesters I, III, V and similarly the Semester from January to June will be Semesters II, IV & VI. A semester shall have minimum of 90 instructional days excluding examination days / Sundays / holidays etc. 4. COURSE: A Course is a set of instructions pertaining to a pre-determined contents (syllabus), delivery mechanism and learning objectives. -
Uhm Phd 9519439 R.Pdf
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality or the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely. event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road. Ann Arbor. MI48106·1346 USA 313!761-47oo 800:521-0600 Order Number 9519439 Discourses ofcultural identity in divided Bengal Dhar, Subrata Shankar, Ph.D. University of Hawaii, 1994 U·M·I 300N. ZeebRd. AnnArbor,MI48106 DISCOURSES OF CULTURAL IDENTITY IN DIVIDED BENGAL A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAII IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN POLITICAL SCIENCE DECEMBER 1994 By Subrata S. -
Cbcs Curriculum of Ma History Programme
CBCS CURRICULUM OF M.A. HISTORY PROGRAMME SUBJECT CODE = HIS FOR POST GRADUATE COURSES UNDER RANCHI UNIVERSITY Implemented from Academic Session 2018-2020 PG: HISTORY CBCS CURRICULUM RANCHI UNIVERSITY Members of Board of Studies for CBCS Syllabus of PG History, Under Ranchi University, Ranchi. Session 2018-20 Onwards i PG: HISTORY CBCS CURRICULUM RANCHI UNIVERSITY Contents S.No. Page No. Members of Core Committee I Contents ii COURSE STUCTURE FOR POSTGRADUATE PROGRAMME 1 Distribution of 80 Credits 1 2 Course structure for M.A. in HISTORY 1 3 Semester wise Examination Structure for Mid Semester & End Semester 2 Examinations SEMESTER I 4 I FC-101 Compulsory Foundation Course (FC) 3 5 II. CC-102 Core Course –C 1 5 6 III. CC-103 Core Course –C 2 7 7 IV CC-104 Core Course –C 3 9 SEMESTER II 8 I CC-201 Core Course- C 4 11 9 II. CC-202 Core Course- C 5 13 10 III. CC-203 Core Course –C 6 15 11 IV CC-204 Core Course –C 7 17 SEMESTER III 12 I EC-301 Ability Enhancement Course (AE) 19 13 II. CC-302 Core Course –C 8 21 14 III. CC-303 Core Course- C 9 23 15 IV CC-304 Core Course –C 10 25 SEMESTER IV 16 I EC-401 Generic/Discipline Elective (GE/DC 1) 27 17 II. EC-402 Generic/Discipline Elective (GE/DC 2) 33 18 III. CC-403 Core Course –C 11 39 19 IV PR-404 Core Course (Project/ Dissertation) –C 12 41 ANNEXURE 20 Distribution of Credits for P.G. -
Dept of History Draft Syllabus (Cbcs)
RAJA NARENDRALAL KHAN WOMEN’S COLLEGE (AUTONOMOUS) DEPT OF HISTORY DRAFT SYLLABUS (CBCS) I SEMESTER Course Course Title Credit Marks Total Th IM AM CC1T Greek and Roman Historians 6 60 10 5 75 CC2T Early Historic India 6 60 10 5 75 GE1T History of India From the earliest 6 60 10 5 75 times to C 300 BCE DSC History of India-I (Ancient India) 6 60 10 5 75 CC-1: Greek and Roman Historians C1T: Greek and Roman Historians Unit-I Module I New form of inquiry (historia) in Greece in the sixth century BCE 1.1 Logographers in ancient Greece. 1.2 Hecataeus of Miletus, the most important predecessor of Heredotus 1.3 Charon of Lampsacus 1.4 Xanthus of Lydia Module II Herodotus and his Histories 2.1 A traveller’s romance? 2.2 Herodotus’ method of history writing – his catholic inclusiveness 2.3 Herodotus’ originality as a historian – focus on the struggle between the East and the West Module III Thucydides: the founder of scientific history writing 3.1 A historiography on Thucydides 3.2 History of the Peloponnesian War - a product of rigorous inquiry and examination 3.3 Thucydides’ interpretive ability – his ideas of morality, Athenian imperialism, culture and democratic institutions 3.4 Description of plague in a symbolic way – assessment of the demagogues 3.5 A comparative study of the two greatest Greek historians Module IV Next generation of Greek historians 4.1 Xenophon and his History of Greece (Hellenica) 4.2 a description of events 410 BCE – 362 BCE 4.3 writing in the style of a high-class journalist – lack of analytical skill 4.5 Polybius and the “pragmatic” history 4.3 Diodorus Siculus and his Library of History – the Stoic doctrine of the brotherhood of man Unit II Roman Historiography Module I Development of Roman historiographical tradition 1.1 Quintus Fabius Pictor of late third century BCE and the “Graeci annals” – Rome’s early history in Greek. -
Reconsidering Solidarity with Leela Gandhi and Judith Butler
Europe’s Crisis: Reconsidering Solidarity with Leela Gandhi and Judith Butler Giovanna Covi for William V. Spanos, who has shown the way The idea called Europe is important. It deserves loving and nourishing care to grow well and to return its promise. It is a visionary idea shared by winners and losers of World War II, by survivors of the Nazi-Fascist regimes and the Shoah, by large and small countries. It is still little more than just an idea: so far, it has only yielded the suspension of inner wars among the states that became members of the European Union. It is only a germ. Yet, its achievement is outstanding: in the face of the incessant proliferation of wars around the globe, it has secured lasting peace to an increasing number of nations since the 1950s. The idea called Europe is also vague. It has pursued its aim of ending the frequent and bloody wars between neighbours mainly through economic ties, as the Treaty of Maastricht’s failure to promote shared policies underscores. For over half a century, its common policies have been manifestly insufficient and inadequate. It is indeed still only a germ. And its limitations are tremendous: in the face of the rising threats to its own idea of peaceful cohabitation, of the internal rise of violent and hateful forces of sovereignty, of policies of domination, discrimination and exclusion, it is incapable of keeping Europe’s own promise. Such limitations are tangible in the debate about Grexit and the decision regarding Brexit, as well as in the political turn towards totalitarianisms in multiple states. -
The Futility of Violence I. Gandhi's Critique of Violence for Gandhi, Political
CHAPTER ONE The Futility of Violence I. Gandhi’s Critique of Violence For Gandhi, political life was, in a profound and fundamental sense, closely bound to the problem of violence. At the same time, his understanding and critique of violence was multiform and layered; violence’s sources and consequences were at once ontological, moral and ethical, as well as distinctly political. Gandhi held a metaphysical account of the world – one broadly drawn from Hindu, Jain, and Buddhist philosophy – that accepted himsa or violence to be an ever-present and unavoidable fact of human existence. The world, he noted, was “bound in a chain of destruction;” the basic mechanisms for the reproduction of biological and social life necessarily involved continuous injury to living matter. But modern civilization – its economic and political institutions as well as the habits it promoted and legitimated – posed the problem of violence in new and insistent terms. Gandhi famously declared the modern state to represent “violence in a concentrated and organized form;” it was a “soulless machine” that – like industrial capitalism – was premised upon and generated coercive forms of centralization and hierarchy.1 These institutions enforced obedience through the threat of violence, they forced people to labor unequally, they oriented desires towards competitive material pursuits. In his view, civilization was rendering persons increasingly weak, passive, and servile; in impinging upon moral personality, modern life degraded and deformed it. This was the structural violence of modernity, a violence that threatened bodily integrity but also human dignity, individuality, and autonomy. In this respect, Gandhi’s deepest ethical objection to violence was closely tied to a worldview that took violence to inhere in modern modes of politics and modern ways of living. -
World Literature for the Wretched of the Earth: Anticolonial Aesthetics
W!"#$ L%&'"(&)"' *!" &+' W"'&,+'$ !* &+' E("&+ Anticolonial Aesthetics, Postcolonial Politics -. $(.%'# '#(/ Fordham University Press .'0 1!"2 3435 Copyright © 3435 Fordham University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher. Fordham University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Fordham University Press also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. Visit us online at www.fordhampress.com. Library of Congress Cataloging-in-Publication Data available online at https:// catalog.loc.gov. Printed in the United States of America 36 33 35 7 8 6 3 5 First edition C!"#$"#% Preface vi Introduction: Impossible Subjects & Lala Har Dayal’s Imagination &' B. R. Ambedkar’s Sciences (( M. K. Gandhi’s Lost Debates )* Bhagat Singh’s Jail Notebook '+ Epilogue: Stopping and Leaving &&, Acknowledgments &,& Notes &,- Bibliography &)' Index &.' P!"#$%" In &'(&, S. R. Ranganathan, an unknown literary scholar and statistician from India, published a curious manifesto: ! e Five Laws of Library Sci- ence. ) e manifesto, written shortly a* er Ranganathan’s return to India from London—where he learned to despise, among other things, the Dewey decimal system and British bureaucracy—argues for reorganiz- ing Indian libraries. -
Courses Taught at Both the Undergraduate and the Postgraduate Levels
Jadavpur University Faculty of Arts Department of History SYLLABUS Preface The Department of History, Jadavpur University, was born in August 1956 because of the Special Importance Attached to History by the National Council of Education. The necessity for reconstructing the history of humankind with special reference to India‘s glorious past was highlighted by the National Council in keeping with the traditions of this organization. The subsequent history of the Department shows that this centre of historical studies has played an important role in many areas of historical knowledge and fundamental research. As one of the best centres of historical studies in the country, the Department updates and revises its syllabi at regular intervals. It was revised last in 2008 and is again being revised in 2011.The syllabi that feature in this booklet have been updated recently in keeping with the guidelines mentioned in the booklet circulated by the UGC on ‗Model Curriculum‘. The course contents of a number of papers at both the Undergraduate and Postgraduate levels have been restructured to incorporate recent developments - political and economic - of many regions or countries as well as the trends in recent historiography. To cite just a single instance, as part of this endeavour, the Department now offers new special papers like ‗Social History of Modern India‘ and ‗History of Science and Technology‘ at the Postgraduate level. The Department is the first in Eastern India and among the few in the country, to introduce a full-scale specialization on the ‗Social History of Science and Technology‘. The Department recently qualified for SAP. -
Journal of Indian History and Culture JOURNAL of INDIAN HISTORY and CULTURE
Journal of Indian History and Culture JOURNAL OF INDIAN HISTORY AND CULTURE December 2015 Twenty First Issue C.P. RAMASWAMI AIYAR INSTITUTE OF INDOLOGICAL RESEARCH (affiliated to the University of Madras) The C.P. Ramaswami Aiyar Foundation 1 Eldams Road, Chennai 600 018, INDIA December 2015, Twenty First Issue 1 Journal of Indian History and Culture Editor : Dr.G.J. Sudhakar Board of Editors Dr. K.V.Raman Dr. Nanditha Krishna Referees Dr. A. Chandrsekharan Dr. V. Balambal Dr. S. Vasanthi Dr. Chitra Madhavan Dr. G. Chandhrika Published by Dr. Nanditha Krishna C.P.Ramaswami Aiyar Institute of Indological Research The C.P. Ramaswami Aiyar Foundation 1 Eldams Road Chennai 600 018 Tel : 2434 1778 / 2435 9366 Fax : 91-44-24351022 E-Mail: [email protected] / [email protected] Website: www.cprfoundation.org Sub editing by : Mr. Rudra Krishna & Mr. Narayan Onkar Layout Design : Mrs.T. PichuLakshmi Subscription Rs. 150/- (for 1 issue) Rs. 290/- (for 2 issues) 2 December 2015, Twenty First Issue Journal of Indian History and Culture CONTENTS 1 The Conflict Between Vedic Aryans And Iranians 09 by Dr. Koenraad Elst 2 Some Kushana Images of Karttikeya from Mathura 39 by Dr. V. Sandhiyalakshmi 3 Para Vasudeva Narayana 43 by Dr. G. Balaji 4 Pallava-Kadamba Interlude in Kerala: An Epigraphical Study 50 by Dhiraj, M.S. 5 Temple Managerial Groups in Early Keralam 69 by Anna Varghese 6 Irrigation and Water Supply During the Kakatiya Period 86 by Dr. D. Mercy Ratna Rani 7 Traditional Health Care in Ancient India with Reference to Karnataka 101 by Dr. -
La Literatura De Singapur: Identidad Y Tradición En La Obra De Catherine Lim
Curso 2011/12 HUMANIDADES Y CIENCIAS SOCIALES/4 I.S.B.N.: 978-84-15287-97-1 MARÍA CONCEPCIÓN BRITO VERA La literatura de Singapur: identidad y tradición en la obra de Catherine Lim Director JUAN IGNACIO OLIVA CRUZ SOPORTES AUDIOVISUALES E INFORMÁTICOS Serie Tesis Doctorales humanidades 04 (María Concepción Brito Vera).indd 1 13/05/2013 10:17:23 what we have left behind us in the fathering clay the finishing bed where the veins flow grey in the grave unequivocal, is little, redundancy. Gwendolyn MacEwen I have also wondered... when the postcolonial is supposed to end. First we were colonials and now we seem to be postcolonials. So is the colonial the new Anno Domini from which events are to be everlastingly measured? Sahgal (cit. Dixon 2002: 1) A mis padres Manuel José y Sara Me dieron la llave A mis hijos Enzo y Guillermo La llevan Agradecimientos Durante los años de investigación que he dedicado a este trabajo, aquellas personas, amigos y familiares que han soportado mi humor y me han ayudado a continuar, han colaborado de manera inequívoca, aun sin saberlo, en la elaboración de esta tesis doctoral. A todos, y en especial a mis hijos, mis sinceras disculpas y mi más profundo agradecimiento. Quisiera agradecer en singular a las personas que se vieron involucradas de manera más directa en este proceso: A Lourdes Divasson y a Isabel León, compañeras, amigas queridas, que han hecho posible este trabajo. La paciencia, dedicación y prudencia de Lourdes y el apoyo optimista de Lis han sido esenciales para terminarlo.