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.