South Asian Education Thinkers
Varied forms of modernity have emerged in South Asia as a response to and as also an alternative interpretation of “western” modernity. The thinkers presented and discussed in this chapter were at the forefront of such engagements. They not only interpret
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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . M K Gandhi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B R Ambedkar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vivekananda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tagore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Sri Aurobindo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Krishnamurti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Abstract
Varied forms of modernity have emerged in South Asia as a response to and as also an alternative interpretation of “western” modernity. The thinkers presented and discussed in this chapter were at the forefront of such engagements. They not only interpreted, translated, and critiqued some of these ideas but also filtered and redefined them to formulate their own vision of society. This engagement was not always smooth and fluid, rather it was an adventurous journey full of shifts, turns, obstacles, and paradoxes. Keeping education as the center, this chapter focuses on some key ideas of thinkers that challenge, reinterpret, or extend influential enlightenment ideas of modernity. This chapter will (a) address central ideas of modernity; (b) present the contextual relevance of the ideas of these thinkers; (c) discuss the relevance of these ideas to the meaning and purpose of education; (d) highlight the contemporary relevance of the ideas; and (e) reflect on their vision of the nation, and the role of education in it. V. Baniwal (*) Department of Education, University of Delhi, New Delhi, India R. Sharma Centre for Philosophy, Jawaharlal Nehru University, New Delhi, India © Springer Nature Singapore Pte Ltd. 2020 P. M. Sarangapani, R. Pappu (eds.), Handbook of Education Systems in South Asia, Global Education Systems, https://doi.org/10.
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