Relevant bibliographies by topics / Visva-Bharati

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Academic literature on the topic 'Visva-Bharati'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Visva-Bharati"

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Das, P. "Fuzzy mathematics at Visva-Bharati." Fuzzy Sets and Systems 27, no. 1 (July 1988): 78. http://dx.doi.org/10.1016/0165-0114(88)90087-5.

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Sarkar, Jayjit, and Jagannath Basu. "The Idea of Visva-Bharati: Tagore and Comparative University Studies." Journal of Aesthetic Education 58, no. 2 (2024): 1–11. http://dx.doi.org/10.5406/15437809.58.2.01.

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Abstract The idea with which Rabindranath Tagore established Visva-Bharati is different from that of the grounding of Immanuel Kant's “university with condition” or that of Jacques Derrida's “university without condition.” The thinking that finally materialized into Visva-Bharati, or rather the “fore-thinking,” is an uncanny complex of aesthetics, politics, topolitics, pedagogy, and Tagorean philosophy of the “home” and the “world.” There is neither the “conflict” of Kant's essay The Conflict of the Faculties nor Derrida's absolute radicality and radical absoluteness: there is neither Kant's “freedom of the Enlightenment” nor Derrida's “freedom from the Enlightenment.” Ranjan Ghosh captures this so-called dichotomy engrossingly in his book Aesthetics, Politics, Pedagogy and Tagore. In Tagore's idea of university, we find a “traffic,” an exchange of some sort, between nativism and cosmopolitanism, colonial and postcolonial, singularity and plurality, root and rootlessness. Ghosh not only controls the “traffic” in his work but also gives his close reading of the institution and, most importantly, the underlying principle that led to the establishment of the institution. Visva-Bharati was not built upon the principles of a modern university. It did not have the moral responsibility of following the already established norms and regulations or the society at large but had what Ghosh calls a sense of “no-responsibility.” Tagore's idea of university was thus built upon the “no-responsibility” toward the old Eurocentric model of pedagogy and the “responsibility” toward creating a new and more reflective model. He employed one set of responsibilities to “counter” another set of responsibilities. This article in a way is a reimagining, a commentary on Ghosh's work on the pedagogical aspects of Visva-Bharati.
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Sen, Amiya P. "Book review: Swati Ganguly, Tagore’s University: A History of Visva Bharati, 1921–1961." India Quarterly: A Journal of International Affairs 79, no. 1 (March 2023): 141–43. http://dx.doi.org/10.1177/09749284221146281.

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Singh, Akansha. "Periodicals and Nation-Building: The Public Sphere, Modernity, and Modernism in Modern Review and Visva Bharati Quarterly." Text Matters: A Journal of Literature, Theory and Culture, no. 13 (November 27, 2023): 482–501. http://dx.doi.org/10.18778/2083-2931.13.25.

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The paper analyzes selections from Modern Review and Visva Bharati Quarterly, to study the complex act of nation-building taking place in India during the first half of the twentieth century. Through these periodicals, it discusses three interconnected occurrences that contributed to the envisioning of new India: firstly, the construction of a politically aware public sphere through nationalistic sentiments and anti-imperial internationalism; secondly, India’s localization of modernity as oscillating between the colonial subjects’ reactionary modernity and the colonially administered modernity of domination; and thirdly, the emergence of a modernism that was more immersed in restructuring social and political systems of power than being restricted to formal and aesthetic novelty. Thus, drawing on writings published in Modern Review and Visva Bharati Quarterly, the paper assesses the degree to which the two periodicals realized the identity of new India.
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Das, Tapas Kumar, and Parthapratim Ray. "Scientific research productivity of Visva-Bharati: A bibliometric study." Library Herald 60, no. 3 (2022): 39–50. http://dx.doi.org/10.5958/0976-2469.2022.00028.8.

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Mandal, Manan Kumar. "Open learning and Rabindranath Tagore's idea on mass education: A critical study on Lokshikkha Samsad." Asian Association of Open Universities Journal 8, no. 2 (September 1, 2013): 55–65. http://dx.doi.org/10.1108/aaouj-08-02-2013-b005.

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The ODL system is holistic as it can incorporate multiple learners from various locations compared to conventional education system. In India, the first Asian Noble laureate poet and humanist Rabindranath had a unique idea of mass education long before the establishment of open institutions around the world. He pointed out two directions of education: education of pleasure and education of need. These complex relations have been immensely propagated through the formation of Visva-Bharati University (1916) and Sriniketan. Rabindranath's ideas of education focused on self-respect and self-reliance or 'Palli-punargathan' (resurrection of villages) as well as social ethics. He proposed a unique education policy to incorporate aged and female learners of remote villages of Bengal in 1936. This was implemented in Visva-Bharati through the newly formed 'Lokshikkha Samsad' (Mass Education Council, 1937). This idea is similar to the open edu-cation system today. According to an advertisement published in Visva Bharati University Bulletin (August, 1937), there was a plan for an examination system to accredit knowledge of the margin . The concept of study centre, customisation of exam rules for learners, plan for home-assignment, through postage, were also introduced. The centre targeted aged females who faced difficulties obtaining proper education. Records of who have enrolled and passed show us that this attempt had gained popularity initially. Local Bengali language was used as the medium of instruction. Rabindranath believed that the university is not only a centre for knowledge distribution but also a centre of new knowledge generation. "Lokshikkha Granthamala" (Mass Education Publication Series) was another attempt to expand open learning through Open Education Repository. This publication series was content oriented, well-written and low-priced. It also served as an example of open book system as well as re-pository of knowledge for a university that thought of open learning long before the establishment of open universities around the world.
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Nag, Koustav. "Post-Colonial Time: The Evaluation of Printmaking Practice and Present Time." Praxis International Journal of Social Science and Literature 6, no. 4 (April 25, 2023): 39–47. http://dx.doi.org/10.51879/pijssl/060404.

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Printmaking has a long and rich history that dates back thousands of years. The earliest forms of printmaking were developed in ancient china, where the artist would create prints using wood blocks as early as the 7th century. However, in the 15th century in Europe, printmaking began to develop into a proper art form. Johannesburg was a German goldsmith printer and inventor widely credited with movable type printing in the mid-15th century. In 1455 Bible was the first important Book in history. In the 16th century, Goa was the first place in India where printing technology started during the British period. Initially, it was used for religious printing and some commercial printing, like religious posters, pamphlets etc. later 20th century, this printing process transformed into fine art printmaking techniques. It became an educational part of developing printing technology and technician. This printing technology became a curriculum for the Art & Craft College, like Madras art college, Kolkata Govt. Art and Craft College, J.J art college, Lahore art college (now in Pakistan), and another essential college is Kala Bhavana under the Visva Bharati University. From post-colonial to contemporary times, printing to printmaking evolved in many ways. Most places academically followed the colonial curriculum, but commercial printing technology rapidly changed. Academically Visva Bharati University Santiniketan develops new technology for the students.
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Ray, Partha Pratim. "Indoor Aeromycroflora at Institute of Agriculture Library (Visva-Bharati): A Study." SRELS Journal of Information Management 54, no. 1 (February 24, 2017): 37. http://dx.doi.org/10.17821/srels/2017/v54i1/92575.

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Sharma, Ajay Kumar. "Use of assistive technologies for inclusive education in visva-bharati library network." Library Progress (International) 42, no. 1 (2022): 231–36. http://dx.doi.org/10.5958/2320-317x.2022.00025.3.

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Sinha, Atanu Kumar. "Evaluation of Library Collection of Palli Samgathana Vibhaga Library, Visva-Bharati: A Survey." SRELS Journal of Information Management 52, no. 5 (October 1, 2015): 395. http://dx.doi.org/10.17821/srels/2015/v52i5/79754.

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Dissertations / Theses on the topic "Visva-Bharati"

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Clark, Melanie R. "Design without Borders: Universalism in the Architecture of Rabindranath Tagore’s “World Nest” at Santiniketan." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8485.

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Rabindranath Tagore, Nobel Prize winning Bengali poet and polymath, is an eminent figure in the history and culture of modern India. As the Indian Independence Movement grew in the early twentieth century, Tagore used his renown to establish a university in the rural community of Santiniketan: Visva-Bharati, “where the world meets in a single nest.” All of Tagore’s efforts — artistic, educational, and social — were informed by a universalist philosophy that he developed based on the Upanishads. Tagore’s philosophy facilitated unity between all creation, including harmony between the peoples of humanity and between humanity and the natural world. The architecture of Santiniketan is a tangible manifestation of Tagore’s philosophy. Designed under his direction by his associates Nandalal Bose, Rathindranath Tagore, and Surendranath Kar, Tagore’s residences at Santiniketan, in particular the houses Udayan and Shyamali, illustrate Tagore’s universalism in two primary ways. The designs unify a diverse set of traditions within a Modernist framework, and provide for maximum interaction between indoor and outdoor spaces. Udayan is a synthesis of Indian, Japanese, Javanese, and European designs, finding commonalities in the traditions through abstraction and modern materials. Shyamali also draws from a variety of influences and, in service to a connection between man and nature, the design blurs the boundaries between indoors and outdoors by using the natural material of mud. The architecture of Santiniketan, because it is a product of Tagore’s unique values, does not fit easily within the major trends of Modernist architecture in India or beyond. It is best evaluated as a single thread in the contrapuntal nature of Modernism.
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Books on the topic "Visva-Bharati"

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Visva-Bharati, ed. Visva-Bharati: Platinum jubilee, 1921-1996. Santiniketan: Visva-Bharati, 1997.

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2

Visva-Bharati. Santiniketan Vidyalaya, 1901-2000. Calcutta: Pub. Dept., Visva-Bharati, 2000.

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3

Biśī, Pramathanātha. Purāno sei dinera kathā. Kalikātā: Mitra o Ghosha, 1985.

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4

Ghosha, Śubhamaẏa. Śāntiniketanera ciṭhi. Kalakātā: Biśvabhāratī Granthanabibhāga, 1997.

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Biśī, Pramathanātha. Purāno sei dinera kathā. Kalikātā: Mitra o Ghosha, 1985.

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Majumadāra, Gītikaṇṭha. Biśvabhāratīra andara mahala. Kalikātā: Barṇālī, 1999.

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7

Bose, Nemai Sadhan. The profile of a chancellor: Rajiv Gandhi, Tagore, and Santiniketan. New Delhi: Intellectual Pub. House, 1991.

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8

Bose, Nemai Sadhan. Bhagnanīṛa Biśvabhāratī. Kalakātā: Ānanda Pābaliśārsa, 1991.

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9

Rabīndrabhabana, Visva-Bharati, ed. Faces & places of Visva-Bharati: A collection of photographs. Santiniketan: Rabindra-Bhavana, Visva-Bharati, 2000.

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Mukherjee, Binode Behari. Benode Behari Mukherjee Birth Centenary Exhibition, 20th November 2004 to 2nd December 2004 at Nandan, Kala Bhavana. Santiniketan: Kala Bhavana, Visva-Bharati, 2004.

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Book chapters on the topic "Visva-Bharati"

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Bhattacharya, Kumkum. "Visva-Bharati: The Transnational Centre of Education." In Rabindranath Tagore, 57–73. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-00837-0_4.

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Basu, Aman, Ankita Laha, Indranil Bhui, Anita Biswas, Krishanu Sarkar, Shibani Chaudhury, and Srinivasan Balachandran. "Biogas Potential of Kitchen Waste at Visva-Bharati, Santiniketan." In Biomethane through Resource Circularity, 207–10. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003204435-23.

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Ray, Sitansu. "Visva-Bharati Santiniketan: Outcome and Outgrowth of Tagore’s Creative Passion." In Passion for Place Book II, 193–99. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-2549-1_17.

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O’Connell, Kathleen M. "Visva-Bharati." In Tagore, Nationalism and Cosmopolitanism, 86–100. Routledge India, 2020. http://dx.doi.org/10.4324/9780429285110-6.

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Mukherjee, H. B. "Visva-Bharati 1918–1941." In Education for Fullness, 215–75. Routledge India, 2020. http://dx.doi.org/10.4324/9780367853105-15.

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Mahato, Indrajit, Manmohan Ojha, Shabnam Parween, Dr Mazhar Shamsi Ansary, and Dr Pritilaxmi Swain. "GENDER EQUALITY IN THE LIGHT OF TAGOREAN THOUGHTS AND PRACTICES: AN ANALYSIS." In Futuristic Trends in Social Sciences Volume 3 Book 3, 125–34. Iterative International Publisher, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bbso3p2ch5.

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Rabindranath Tagore, the Nobel laureate in literature, is one of the greatest poets, philosophers, humanitarians, social workers, freedom fighters, and prominent promoters of international understanding, not only in the context of West Bengal but also in India. He produced a large number of poetries, books, and novels that were written in different contexts and at various times. The long-standing prejudice between men and women is the cause of the society's backwardness. At that time too, one of the biggest predicaments was gender discrimination. 'SatidahoProtha', 'Balyo Bibaho', 'BohuBibaho', etc., as well as the class system were extremely cruel and vicious social systems, which stirred Tagore's imagination. He has therefore made an effort to combat gender discrimination through his writing and other endeavours. The fact that gender equality is now seen as one of the objectives of sustainable development is due to the persistence of gender discrimination. This qualitative study attempts to highlight the theoretical and practical work of Rabindranath Tagore in eradicating gender discrimination. This study is delimited to various short stories and poems by Rabindranath Tagore to analyse the theoretical aspect and the activities of Visva-Bharati to analyse the practical aspect.
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Taber, Douglass F. "Functional Group Protection." In Organic Synthesis. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199965724.003.0014.

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Bekington Myrboh of North-Eastern Hill University reported (Tetrahedron Lett. 2010, 51, 2862) a convenient procedure for the oxidative removal of a 1,3-oxathiolane 1 or a 1,3-dithiolane. Sang-Gyeong Lee and Yong-Jin Yoon of Gyeongsang National University developed (J. Org. Chem. 2010, 75, 484) the pyridazin-3(2H )-one 4 for the microwave-mediated deprotection of an oxime 3. Dario M. Bassani of Université Bordeaux 1 and John S. Snaith of the University of Birmingham devised (J. Org. Chem. 2010, 75, 4648) a procedure for the facile preparation of esters such as 6. Brief photolysis (350 nm) returned the parent carboxylic acid 7. Craig M. Williams of the University of Queensland prepared (Tetrahedron Lett. 2010, 51, 1158) the trithioorthoester 8 by iterative opening of epichlorohydrin. He found that the keto ester 9 could be efficiently released by Hg-mediated hydrolysis. Masatoshi Mihara of the Osaka Municipal Technical Research Institute established (Synlett 2010, 253) that even very congested alcohols such as 10 could be acetylated by acetic anhydride containing a trace of FeCl3. Colleen N. Scott, now at Southern Illinois University, developed (J. Org. Chem. 2010, 75, 253) a convenient procedure for the preparation of the hydridosilane 13, which on Mn catalysis added the alcohol 12 to make the unsymmetrical bisalkoxysilane 14. Sabine Berteina-Raboin of the Université d’Orléans found (Tetrahedron Lett. 2010, 51, 2115) that NaBH4 in EtOH cleanly removed the chloroacetates from 15. Both other esters and silyl ethers were stable under these conditions. Ram S. Mohan of Illinois Wesleyan University established (Tetrahedron Lett. 2010, 51, 1056) that Fe(III) tosylate in methanol selectively removed the alkyl silyl ether from 17 without affecting the aryl silyl ether. Alakananda Hajra and Adinath Majee of Visva-Bharati University effected (Tetrahedron Lett. 2010, 51, 2896) formylation of an amine 19 by heating with commercial 85% formic acid as the solvent in a sealed tube at 80°C. Although both primary and secondary amines could be effi ciently formylated, the primary amines were much more reactive. Doo Ok Jang of Yonsei University found (Tetrahedron Lett. 2010, 51, 683) that the conveniently handled CF3CCO2H (the acid chloride is a gas) could be activated in situ to selectively convert 22 into 24.
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