Happymon Jacob is a rising-star, academic and journalist, a columnist with The Hindu and anchor of a web series on strategic affairs at The Wire, besides teaching at a leading international relations faculty at the Jawaharlal Nehru University. His book justifies the preceding sentence. He has taken pains in using escalation theory to interpret the data gathered on ceasefire violations since 2003 to reveal that India and the surrounding regions are sitting on a seemingly dormant, if not active, volcano.
Not many Indian writers have written books on Myanmar in recent times touching on its political history. Amitav Ghosh’s classic Glass Palace, even if in a fictional setting, brought to us graphic pictures of colonial Burma. Sudha Shah in her book The King in Exile gave a poignant account of the troubles undergone by King Thibaw, the last King of Burma, who was deposed and exiled by the British to Ratnagiri in India, with his Queen and descendants.
Religion in India with all its complications has been a subject of study for social scientists from a range of disciplines including sociology, history and politics. Iyer underlines an economic approach to the study of religion which ‘involves the application of economic theory and statistical methods to evaluate the role of religion in society at both micro and macro levels’(p. 11).
It is rare to find books which are easy to read even though they are dealing with relatively non-readable topics such as Fiscal management, Institutional development and Policy formulation. This book, while it pulls no punches on these usually convoluted issues, is both lucidly simple and yet packed with information, which is presented in a very readable manner.
The much-defeated citadel of Delhi was little more than desolation. The Persian ruler Nadir Shah had bled the city. And what remained had been plundered by the rapacious hordes led by the Afghan, Ahmad Shah Durrani. Delhi could barely sustain a population much less afford the patronage of the arts. By the end of the eighteenth century Delhi was no more.
Of the seven books written by Swami Sahajanand Saraswati in the Hazaribagh Central Jail between 19 April 1940 and 7 March 1942, Mera Jeevan Sangharsh or The Struggle of My Life is the most important in terms of style, substance and historical significance. First in the series, he ‘started working on it the moment he reached the Hazaribagh jail’ (p. 355), the manuscript was completed within eight months in December 1940 and covers his recounting…
Photojournalists, press photographers, amateurs, followers and family members visually documented Mohandas Karamchand Gandhi’s life in great detail. Many of these photographs are housed in specialized archives, the National Gandhi Museum being a leading repository. Based on several photographs displayed at an exhibition organized by the National Gandhi Museum and the India International Centre and curated primarily by Aparna Basu, Gandhi’s Vision
Few texts in history have generated as much debate around philosophical and ethical issues as did the ancient Indian text named the Mahabharata. Its huge size, encyclopaedic nature, and openness in discourse has turned the Mahabharata into an archive of diverse thoughts and viewpoints prevalent in early India, alongside the extensive period of the composition of the text, ranging over a millennium if not more.
Dev Lahiri’s book is a slim, easy read on the complex and multi-layered topic of school education in India. The author draws from his vast experience of over four decades as a teacher, principal and educator, both in India and abroad. The book is replete with real, and often funny anecdotes from his stint in various schools and his sense of humour and ‘joie de vivre’ come across in many parts of the book.
The notion of professional ethics in the realm of higher education emerges because it is being recognized that professors and instructors are the one (and in many countries the only) group of teachers who are not required to be trained, educated, certified and licensed to teach. Therefore, they clearly have no structured opportunity to learn about the professional ethics of their roles and responsibilities as teachers.