Relevant bibliographies by topics / Buddhism and education – India

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Buddhism and education – India'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Buddhism and education – India"

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Tamang, Deepak Dong. "A Comparative Study of Bhavacakra Painting." Historical Journal 12, no. 1 (December 31, 2020): 80–96. http://dx.doi.org/10.3126/hj.v12i1.35447.

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The Bhavacakra is a symbolic representation of Samsara, a powerful mirror for spiritual aspirants and it is often painted to the left of Tibetan monastery doors. Bhavacakra, ‘wheel of life’ consists of two Sanskrit words ‘Bhava’ and ‘Cakra’. The word bhava means birth, origin, existing etc and cakra means wheel, circle, round, etc. There are some textual materials which suggest that the Bhavacakra painting began during the Buddha lifetime. Bhavacakra is very famous for wall and cloth painting. It is believed to represent the knowledge of release from suffering gained by Gautama Buddha in the course of his meditation. This symbolic representation of Bhavacakra serves as a wonderful summary of what Buddhism is, and also reminds that every action has consequences. It can be also understood by the illiterate persons not needing high education and it shows the path of enlightenment out of suffering in samsara. Mahayana Buddhism is very popular in Asian countries like northern Nepal, India, Bhutan, China, Korean, Japan and Mongolia. So in these countries every Mahayana monastery there is wall painting and Thānkā painting of Bhavacakra. But in these countries there are various designs of Bhavacakra due to artist, culture and nation.
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Anālayo, Bhikkhu. "The Myth of McMindfulness." Mindfulness 11, no. 2 (December 10, 2019): 472–79. http://dx.doi.org/10.1007/s12671-019-01264-x.

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AbstractThis article examines to what extent the teaching of mindfulness-based stress reduction (MBSR) can accurately be referred to by the term “McMindfulness.” The application of this term appears to rest on the expectation that teachers of MBSR and similar mindfulness programs, in order to be true to their Buddhist heritage, should inculcate political awareness in their patients, motivating them to resist the neoliberal capitalist system. Moreover, another assumption seems to be that present-moment awareness, viewed as another departure from ancient Indian Buddhism, prevents critical thinking and thereby supports obedient submission to exploitative conditions. Closer examination shows that expecting mindfulness teachers to stimulate political activism is not in keeping with relevant Buddhist antecedents. The relevant sources even testify to the employment of mindfulness for mere health benefits already in ancient India. Besides, the same textual sources show that mindfulness of the present moment is not a later innovation. The belief that such mindful presence disables critical thinking appears to mistake the goal of the cultivation of mindfulness for the mere absence of thoughts. At least as far as MBSR and related programs in healthcare are concerned, the term “McMindfulness” is not justified and its recent indiscriminate application to any contemporary mindfulness practice appears to have turned it into a myth. Rather than being merely a tool to ensure subservience to the neoliberal capitalist system, in view of the impending climate catastrophe, mindfulness can offer an important resource to face the ravages caused by unbridled exploitation of the environment.
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C, Angayarkanni, and Kiruthiga K. "Caste and dynamics of Iyothee Thass." International Research Journal of Tamil 3, S-1 (June 25, 2021): 290–95. http://dx.doi.org/10.34256/irjt21s147.

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The message of history is that society and its dynamics have been subject to change over time. One of them is caste-based activities. The word "Satyam" is indelible all over India. There has been no change in the view of “caste discrimination” in civilization, education, and even in the developing world. In the early days, people were segregated on the basis of land and occupation. Then they became racist due to the arrival of Vanderis (disguised Brahmins). Racial discrimination sought to keep a large number of people in a state of disgrace. This situation continued for a long time. However, with the advent of British colonial rule in India, "caste discrimination" may have taken a turn for the worse. The missionaries' aim was to seize wealth and spread their religion. Only when we are all united can we restore our self. They said they could be released. Who pioneered the second stage. C. Iyothee Thass Pandit. He has publicly recorded the progress of his people based on Buddhism. This can be seen in the dominance of his views on literature.
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Rashkovskii, E., and E. Nikiforova. "Hinduism: from Tribal Beliefs to World Religion." World Economy and International Relations, no. 5 (2015): 104–12. http://dx.doi.org/10.20542/0131-2227-2015-5-104-112.

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The paper presents an analytical review of the conference held in the All-Russian State Library for Foreign Literature (November, 2014). It deals with deep historical and socio-cultural roots of the present-day religious dynamics of India, including its main political implications. The wide methodological principle of correlation between India’s socio-cultural background and the current state of affairs in Hinduism is denoted as Indo-logics. The paper also deals with bilateral processes of internal consolidation of Hinduism within the Republic of India as well as of the gradual transformation process of Hinduism into one of the biggest religions on international scale. Both sides of these phenomena are analyzed in connection with ambivalent processes of the Indian inner modernization during the 19th-21st centuries, and also with general global socio-economic and intellectual trends of the current history, including mass migrations, the expansion of mass media, deep crisis of the present-day semi-industrial modes of school and university education, etc. The article draws special attention to problems of Indian subaltern strata in the present-day Indian religious dynamics, including the “neo-Buddhist renaissance” and Christian conversions among Indian “untouchables”.
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Baker, Tanya, and Jessica S. Early. "The Things We Carry: Teaching Writing to Tibetan Buddhist Monks and Nuns in India." Journal of Adolescent & Adult Literacy 64, no. 5 (March 2021): 491–96. http://dx.doi.org/10.1002/jaal.1136.

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Ashraf, Iqra, and Asmat Naz. "A conceptual and philosophical approach towards educational system from an Ancient Indian perspective." PERENNIAL JOURNAL OF HISTORY 1, no. 1 (June 30, 2020): 37–47. http://dx.doi.org/10.52700/pjh.v1i1.20.

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In this paper a discovery of the philosophy of educational systems from an Ancient Indian perspective. A limited number of articles have been written from a standpoint of philosophical, historical, and the Ancient perspective when resultantly, this article not only aims to fill in the gaps in literature, but also aspires to provide an insight on educational philosophy from the Ancient Indian perspective. In the Indian context, the origin of education can be traced from the Vedic literatures such as the Valmiki Ramayana, the Mahabharata (includes the Bhagavad-Gita) and the Puranas. The foundation of this paper revolves around hermeneutics, which are a qualitative research methodology involving the studying, understanding and interpretation of ancient text. With the help of the aforementioned methodology, authors disclose some ancient lessons on today’s educational system. The aim of this paper is to knowing the Educational System of Ancient India. In the ancient times, two education systems i.e. Vedic and Buddhist were developed by them and their sole purposeswere self-control, propagation of purity, development of character, personality development, social awareness and preservation of the culture for youth.
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CHEN, Xi. "藏傳佛教與古代藏醫學發展." International Journal of Chinese & Comparative Philosophy of Medicine 17, no. 1 (January 1, 2019): 109–17. http://dx.doi.org/10.24112/ijccpm.171668.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.藏醫學作為一門歷史悠久的傳统民族醫學，至今仍有極高的臨床價值。在古代藏醫學的歷史發展過程中，藏傳佛教扮演著極為重要的角色，它與古印度阿輸吠陀醫學引入西藏密不可分，因而對藏醫學三因素七物質平衡的基礎理論奠定起到重要作用。而天葬儀式更為解剖研究提供便利，僧侶培養過程中對醫學的重視也進一步推動藏醫教育發展。然而，藏傳佛教也賦予藏醫學特殊的宗教特徵，對藏醫學的發展產生了複雜的影響。As a traditional ethnic medicine with a long history, Tibetan medicine still has great clinical value today. Tibetan Buddhism played an extremely important role during the development of Tibetan medicine. Closely related to the introduction of ancient Indian Ayurvedic medicine to Tibet, Tibetan Buddhism laid the foundation of the basic theory of the balance between the three factors and seven substances of Tibetan medicine. The celestial burial ceremony was convenient for anatomical research, and the emphasis on medical knowledge during the education of monks further promoted the development of Tibetan medical education. However, Tibetan Buddhism also introduced special religious characteristics to traditional Tibetan medicine and has had complex influence on the long-term development of ancient Tibetan medicine.DOWNLOAD HISTORY | This article has been downloaded 46 times in Digital Commons before migrating into this platform.
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Narula, Manju. "Educational Development of Muslim Minority: With Special Reference to Muslim Concentrated States of India." Journal of Education and Research 4, no. 1 (July 7, 2014): 93–108. http://dx.doi.org/10.3126/jer.v4i1.10729.

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In India the National Minority Commission has identified Muslims as minorities along with Christians, Sikhs, Buddhists and Jains on the basis of religion. Out of these religious minorities Muslims are the largest ones. In spite of being the largest minority they are lagging behind in education in comparison with other religious minorities. Literacy which is a first step to education is lowest of the Muslim minority and inter-state variation in their literacy rates is also very high. Also, their literacy rate in some of the states is abysmally low. In the light of these contexts, this paper presents a brief discussion of policies and programs implemented for the development of education of the Muslim minority. Thereafter, the paper tries to portray the progress of school education in terms of access, participation, retention of Muslim children in the Muslim concentrated states. The paper suggests that strategies for their educational development should be adopted according to the need of the state/district/area. Finally, the areas of intervention and challenges are discussed and appropriate measures are suggested to improve and promote the education of Muslims in India.DOI: http://dx.doi.org/10.3126/jer.v4i1.10729Journal of Education and Research, March 2014, Vol. 4, No. 1, pp. 93-108
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Kumar Shah, Rajendra. "Pedagogical Reform at Primary Schools in Nepal: Examining the Child Centred Teaching." Shanlax International Journal of Education 8, no. 4 (September 1, 2020): 57–75. http://dx.doi.org/10.34293/education.v8i4.3355.

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In the history of Nepalese education, 1853 AD marked the entry of the English system of education by the establishment of Durbar Elementary School by Jung Bahadur Rana after his return from his visit to Great Britain. The English type followed the British model of India, which was at one time accredited based on the Oxford and Cambridge examinations. Several other types of education, such as Buddhist Bihar, Hindu Ashram, and Gandhian Basic Education, existed side by side. Present-day, Nepalese school education has been facing two major enduring challenges: increasing access to education and improving the quality of education, which has now been put together as quality education for all. Explicitly or implicitly, Nepalese education documents forward learner-centered education (LCT) to improve the quality of education. Indented quality needs to be implemented at the classroom level, which yet seems not been materializing in the Nepalese context. It is, therefore, essential to analyze various facets of the LCT in the Nepalese context to weave different aspects together to achieve LCT in the Nepalese school classrooms. The major objective of the present article is to analyze the pedagogical reform at primary school from LCT perspectives in Nepal. Thus the present study wasdescriptive. Library documents and online documents were used as tools for the collection of data. The results of the present study indicated that what has been intended LCT practices have not been implemented. Still, there is a need to clarify envisioned LCT pedagogical approaches and its effective implementation. It will be worthwhile to plan a step by step implementation and development plan and execute it incrementally with emphasis on building upon successes and expanding.
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Ferrer, Albert. "INTEGRAL EDUCATION IN THE BUDDHIST TRADITION." International Journal of Research -GRANTHAALAYAH 6, no. 6 (June 30, 2018): 544–54. http://dx.doi.org/10.29121/granthaalayah.v6.i6.2018.1402.

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Western scholarship and culture usually ignore the contributions from other civilizations, in the field of education even more clearly than anywhere else. While the advocates of integral education, for instance, pay attention to the Western pedagogues only, there has been a profound educational philosophy in other contexts such as the Indian or the Buddhist. This paper tries to open the Western educational scenario to the Buddhist tradition in particular, outlining some achievements like the Buddhist university of Nalanda that can certainly inspire and enrich the educational world, in Asia or in the West. Hence, this introductory paper wishes to contribute to the needed intercultural dialogue in Western education and scholarship.
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Dissertations / Theses on the topic "Buddhism and education – India"

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Shearer, Megan Marie. "Tibetan Buddhism and the environment: A case study of environmental sensitivity among Tibetan environmental professionals in Dharamsala, India." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2904.

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The purpose of this study was to investigate environmental sensitivity among environmental professionals in a culture that is assumed to hold an ecocentric perspective. Nine Tibetan Buddhist environmental professionals were surveyed in this study. Based on an Environmental Sensitivity Profile Insytrument, an environmental sensitivity profile for a Tibetan Buddhist environmental professional was created from the participants demographic and interview data. The most frequently defined vaqriables were environmental destruction/development, education and role models.
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Barnes, Britany Anne. "Educational Services for Tibetan Students with Disabilities in India: A Case Study." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4040.

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This case study describes services for students with disabilities at Karuna Home in Bylakuppe, Karnataka, India. Karuna Home is a residential rehabilitation center for students with cognitive or physical disabilities whose parents are Tibetan refugees. The study triangulated data from interviews, observations, and school documents to describe educational policies and procedures, and cultural attitudes toward disability. Results show that the Karuna Home program is undergirded by Buddhist thought and theology regarding care and concern for those in difficult circumstances. The school serves students with a range of mild to severe disabilities and is fully staffed, but teachers and other service providers generally lack training in assessment, curriculum, and instruction for students with disabilities. The most pressing needs were administrators' and teachers' lack of understanding about how to create data-based learning and behavioral objectives to meet students' individual needs, and how to monitor student progress.
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Ober, Douglas Fairchild. "Reinventing Buddhism : conversations and encounters in modern India, 1839 - 1956." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/60131.

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Morrissey, Nicolas Michael. "Śākyabhikṣus, palimpsests and the art of apostasy the emergence and decline of Mahāyāna Buddhism in early medieval India /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1835266361&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Rees, Gethin Powell. "Buddhism and donation : rock-cut monasteries of the Western Ghats." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/252222.

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Surendran, Gitanjali. ""The Indian Discovery of Buddhism": Buddhist Revival in India, c. 1890-1956." Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11168.

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This dissertation examines attempts at the revival of Buddhism in India from the late nineteenth century to the middle of the twentieth century. Typically, Dr. Bhimrao Ambedkar's conversion to Buddhism in 1956 is seen as the start of the neo-Buddhist movement in India. I see this important post-colonial moment as an endpoint in a larger trajectory of efforts at reviving Buddhism in India. The term "revival" itself arose as a result of a particular understanding of Indian history as having had a Buddhist phase in the distant past. Buddhism is also seen in the historiography as a British colonial discovery (or "recovery") for their Indian subjects viz. a range of archaeological and philological endeavors starting in the early decades of the nineteenth century. I argue that there was a quite prolific Indian discourse on Buddhism starting from the late nineteenth century that segued into secret histories of cosmopolitanism, modernity, nationalism and caste radicalism in India. In this context I examine a constellation of figures including the Sri Lankan Buddhist ideologue and activist Anagarika Dharmapala, Buddhist studies scholars like Beni Madhab Barua, the Hindi writer, socialist, and sometime Buddhist monk Rahula Sankrityayana, the first Prime Minister of India Jawaharlal Nehru and Ambedkar himself among others, to explicate how Buddhism was constructed and deployed in the service of these ideologies and pervaded both liberal and radical Indian thought formations. In the process, Buddhism came to be characterized as both a universal and national religion, as the first modern faith system long before the actual advent of the modern age, as a system of ethics that espoused liberal values, an ethos of gender and caste equality, and independent and rational thinking, as a veritable civil religion for a new nation, and as a liberation theology for Dalits in India and indeed for the entire nation. My dissertation is about the people, networks, ideas and things that made this possible.
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Twist, Rebecca L. "Patronage, devotion and politics a Buddhological study of the Patola Sahi Dynasty's visual record /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1197663617.

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Tan, Zhihui Ai-choo. "Daoxuan's vision of Jetavana imagining a utopian monastery in early Tang /." online access from Digital dissertation consortium, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3073263.

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Stott, D. J. "The history and teachings of the early Dwags-po bKa'-brgyud tradition in India and Tibet." Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.376272.

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Lugli, Ligeia. "The conception of language in Indian Mahāyāna : with special reference to the Laṅkāvatāra." Thesis, SOAS, University of London, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568805.

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Books on the topic "Buddhism and education – India"

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Buddhist education in ancient India. Kolkata: Punthi Pustak, 2008.

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Nisha, Singh. The origin and development of Buddhist monastic education in India. Delhi: Indo-Asian Pub. House, 1997.

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Discipline and debate: The language of violence in a Tibetan Buddhist monastery. Berkeley: University of California Press, 2012.

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Sharma, Sita Ram. Education in India. New Delhi: Anmol Publications, 1990.

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Vasantha, Ramkumar, and National Book Trust, eds. Education in India. New Delhi: National Book Trust, India, 2005.

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King, Richard. Orientalism and religion: Postcolonial theory, India and 'the mystic East'. London: Routledge, 1999.

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Ahir, D. C. Buddhism in north India. Delhi, India: Classics India Publications, 1989.

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Buddhism in modern India. Delhi, India: Sri Satguru Publications, 1991.

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Mangvungh, Gindallian. Buddhism in western India. Meerut: Kusumanjali Prakashan, 1990.

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Buddhism in South India. Delhi, India: Sri Satguru Publications, 1992.

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Book chapters on the topic "Buddhism and education – India"

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Sonam, Tenzin. "Incubating Western Science Education in Tibetan Buddhist Monasteries in India." In Science Education in India, 27–45. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9593-2_2.

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Singh, Jaya. "Education (Buddhism)." In Encyclopedia of Scientific Dating Methods, 432–37. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-024-0852-2_208.

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Full, Gisella. "Education in Buddhism." In Encyclopedia of Sciences and Religions, 690. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-1-4020-8265-8_1584.

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Panda, Santosh, and Suresh Garg. "India." In SpringerBriefs in Education, 27–42. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_4.

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Lysenko, Viktoria. "The Buddhist Philosophy of Language in India: An Overview." In Buddhism and Linguistics, 19–33. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67413-1_2.

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Smith, Sue Erica. "Buddhism and Spiritual Education." In Buddhist Voices in School, 153–63. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-416-1_13.

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Funahashi, Kenta. "Excluding themselves? Dalits converting to Buddhism." In Rethinking Social Exclusion in India, 88–101. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge new horizons in South Asian studies: Routledge, 2017. http://dx.doi.org/10.4324/9781315270821-6.

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Sharma, Ramesh Chander. "India—Commentary." In SpringerBriefs in Education, 43–45. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5787-9_5.

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Ponnuswami, Ilango, Sonny Jose, and Praveen Varghese Thomas. "India." In International Perspectives on Older Adult Education, 179–87. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_16.

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Patel, Ila. "India." In Adult Education — The Legislative and Policy Environment, 75–96. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-007-0795-5_7.

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Conference papers on the topic "Buddhism and education – India"

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Nesterkin, Sergey. "THE FORMATION OF THE BUDDHIST EDUCATIONAL TRADITION IN INDIA." In Buddhism and Other Traditional Religions of the Peoples of Russia, Inner and East Asia. Publishing House of the Buryat Scientific Center of the Siberian Branch of the Russian Academy of Science, 2018. http://dx.doi.org/10.30792/978-5-7925-0505-6-2018-159-170.

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Kumari, Poonam, and Wanbing Shi. "Experience and Enlightenment of the Indian Buddhist Education." In 3rd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/jahp-18.2018.181.

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Gaibov, Vasif, and Aleksandr Nikitin. "On the Early Stage of the Spread of buddhism beyond India." In Antiquities of East Europe, South Asia and South Siberia in the context of connections and interactions within the Eurasian cultural space (new data and concepts). Institute for the History of Material Culture Russian Academy of Sciences, 2019. http://dx.doi.org/10.31600/978-5-907053-34-2-128-129.

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Tang, Haiyun. "Zen Buddhism Origin of Wu Weiye." In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.127.

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Shi, Ying. "The Influence of Buddhism on Qigong’s Paintings." In Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/cesses-18.2018.97.

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Meji, Hua'er, and Daoji Renqing. "The Buddha Nature Thoughts in Tibetan Buddhism." In Proceedings of the 3rd International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccese-19.2019.155.

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Nizhnikov, Sergei, and Le Thi Hong Phuong. "Specificity of Mahayana Buddhism in Vietnamese Intracultural Religious Communication." In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.351.

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Zhang, Yi. "Buddhism Exchanges in Trans-Himalaya Region: Development and Recommendations." In Proceedings of the 2019 International Conference on Education Innovation and Economic Management (ICEIEM 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceiem-19.2019.13.

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Xia, Wenyi. "The Review of the Buddhism History and Culture in Kashgar." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.251.

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Dong, Xiangyong. "Analysis on the Characteristics of Buddhism Education and Its Enlightenment to Civic Moral Education." In 6th International Conference on Contemporary Education, Social Sciences and Humanities. (Philosophy of Being Human as the Core of Interdisciplinary Research) (ICCESSH 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210902.045.

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Reports on the topic "Buddhism and education – India"

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315556.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas - Volume 1. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315563.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas - Volume 2. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315570.

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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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Abstract:
This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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Banerjee, Abhijit, Shawn Cole, Esther Duflo, and Leigh Linden. Remedying Education: Evidence from Two Randomized Experiments in India. Cambridge, MA: National Bureau of Economic Research, December 2005. http://dx.doi.org/10.3386/w11904.

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Muralidharan, Karthik, Abhijeet Singh, and Alejandro Ganimian. Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. Cambridge, MA: National Bureau of Economic Research, December 2016. http://dx.doi.org/10.3386/w22923.

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Malladi, Teja, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas: Gujarat, Madhya Pradesh, Maharashtra, Rajasthan - Volume 4. Edited by Aromar Revi. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315594.

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Bertrand, Marianne, Rema Hanna, and Sendhil Mullainathan. Affirmative Action in Education: Evidence From Engineering College Admissions in India. Cambridge, MA: National Bureau of Economic Research, April 2008. http://dx.doi.org/10.3386/w13926.

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Robles, Verónica C. Frisancho, and Kala Krishna. Affirmative Action in Higher Education in India: Targeting, Catch Up, and Mismatch. Cambridge, MA: National Bureau of Economic Research, January 2012. http://dx.doi.org/10.3386/w17727.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas: Bihar, Chhattisgarh, Jharkhand, Odisha, West Bengal - Volume 3. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315587.

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