The western philosophical tradition has been abidingly occupied with the duality of the mind and the body. The soul is substantially the same as the mind for this tradition. In the Indian tradition, however, there is no duality between the mind and the body. The mind is an organ of the body, and I-consciousness is nothing but the ego which is a construct of the mind. For Gandhi, the human body is central to the articulation of the moral life. Concepts (...) like brahmacharya, sacrifice, fearlessness, moral purity would not make sense if the body was not crucially involved in imagining the life of morality. Action is firmly in the domain of the body. The soul is atman and is not involved in action at all. Moral authority derives from Truth conceived as God. Modern politics is deeply involved in the ideality (future) of political action, and, as such, cannot extricate itself from the notion of the instrumentality of the ethical. Gandhi is firmly opposed to this idea, and many of his criticisms of modern civility follow from this. (shrink)

The influence of Christianity on Western moral philosophy is unmistakable. The enlightenment certainly made a difference. But Reason replaced God, morality retained its universality and became secular. The dharma tradition is firmly grounded in practical reality, and while universality has a place in it, its focus is on particularity and contextual specificity. Gandhi was firmly rooted in the Indian tradition and derived his inspiration primarily from the Gita. Some of the central Gandhian ideas on morality are: truth, ahimsa, satyagraha, sacrifice, (...) and the virtues free of any instrumentality. Gandhi also believed that animals are a significant part of the domain of morality. Although animals may not perhaps have language, they certainly have an inner life which makes them unmistakably the proper subject of moral attention. (shrink)

This book examines the centrality of ideas such as satya (truth), ahimsa (non-violence), humility, and respect for understanding moral life in the complex milieu of human existence. It provides a comprehensive view of how Gandhian ideas have both a temporal and spatial universality significantly different from Western modern philosophy's universality claims. The chapters represent different styles of philosophy but with a common purpose, offering insights into how the global debates on religion, morality, and politics are assessed from Gandhi's point of (...) view. Written in language accessible to general readers with an interest in Gandhian thinking, the book will appeal to academics and philosophers. (shrink)

Liberal politics relegates religion to the sphere of the private. The public world is secular. “Privacy”, however, cannot imply “private to a person”; it must mean “private to a community”. Religion must be public at least within the community. Spiritual experience, part of most religions, though private in an acceptable sense, is something that takes place within the trappings of a religious culture, sustained by the religious community. The only criterion of the authenticity of a spiritual experience is its moral (...) manifestation. Gandhi’s “Truth is God”, taken with the seriousness that he intended, yields interesting consequences about (i) the concept of truth and truthfulness, (ii) the distinction between religion and religious culture, and (iii) “equality” of all religions and, most importantly, religious conversion. Religious conversion, as Gandhi believed, is neither necessary nor possible. (shrink)

In this collection of essays written over thirty years, Miri, drawing on both Western and Indian traditions, provides fresh insight into some fundamental philosophical concerns--morality, modernity, individual and group identity, rationality, and violence in politics.

The book consists of six chapters—three by Bindu Puri and the other three by me. Our styles are different—the result perhaps of the different kinds of training we had received as students. But our interests coincide and frequently our arguments: Puri’s arguments clothed in the rich narrative style where the philosophy unmistakably shines through and mine somewhat skeletally just philosophical.

The book brings philosophical considerations to bear upon our understanding of the concept of education and concepts related to it. It seeks to answer questions such as: is education a unitary concept, or is it a cluster of concepts which are more or less related to one another? Are there values which are constitutive of the practice of education? Is moral education an independent variety of education, or is it necessary internal to all educational practice?

This book provides an analytical understanding of some of Tagore’s most contested and celebrated works and ideas. It reflects on his critique of nationalism, aesthetic worldview, and the idea of ‘surplus in man’ underlying his life and works. It discusses the creative notion of surplus that stands not for ‘profit’ or ‘value’, but for celebrating human beings’ continuous quest for reaching out beyond one’s limits. It highlights, among other themes, how the idea of being ‘Indian’ involves stages of evolution through (...) a complex matrix of ideals, values and actions—cultural, historical, literary and ideological. Examining the notion of the ‘universal’, contemporary scholars come together in this volume to show how ‘surplus in man’ is generated over the life of concrete particulars through creativity. The work brings forth a social scientific account of Tagore’s thoughts and critically reconstructs many of his epochal ideas. Lucid in analysis and bolstered with historical reflection, this book will be a major intervention in understanding Tagore’s works and its relevance for the contemporary human and social sciences. It will interest scholars and researchers of philosophy, literature and cultural studies. (shrink)

Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel conceptual framework that includes the following components: mirrors of power, discourse, the imagination of reality, investment, emotioncy, and capital. The above core constituents have been discussed thoroughly to trigger significant insights about teacher identity development.

Contributed papers presented at an international conference held during July 16-22, 1997 in Shimla.