Jawaharlal Nehru was both a historian and a self-conscious agent of historical change. This essay explores his political thought by bringing these two perspectives together. I argue that his approaches to a number of issues, including the state project that has been his most significant legacy, shared a concern with linking together the past, present and future. My concern here is primarily with the post-1947 phase of Nehru's career, which was marked by key shifts in his political thought due to (...) a perceived transformation of temporal experience and an altered relationship with history. By attending to the way his thought worked through notions of temporality and historicity, this article offers insights into Nehru's understanding of technological modernity, violence, socialism, the individual, the nation and the role of the state. (shrink)

Zygon®, Volume 57, Issue 2, Page 322-343, June 2022.

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

This chapter explores how perspectives on science drawn from Indian experiences can contribute to the interface between history and philosophy of science (HPS) and science education (SE). HPS is encoded in science texts in the various presuppositions that underlie both the content and the way the content is presented. Thus, a deeper engagement with contemporary work in HPS will be of great significance to science teaching. By drawing on the notion of multicultural origins of science as well as redefining the (...) nature of science debate by invoking the Indian engagement with science, this chapter aims to make both HPS and SE more sensitive to other cultural understandings of science and scientific method. The last two sections describe ways of drawing on the Indian philosophical traditions that could be relevant for contemporary debates, such as constructivism and teaching critical thinking, in science education. (shrink)