This volume develops a unique framework to understand India through indigenous and European perspectives, and examines how it copes with the larger challenges of a globalized world. Through a discussion of religious and philosophical traditions, cultural developments as well as contemporary theatre, films and media, it explores the manner in which India negotiates the trials of globalization. It also focuses upon India’s school and education system, its limitations and successes, and how it prepares to achieve social inclusion. The work further shows how contemporary societies in both India and Europe deal with cultural diversity and engage with the tensions between tendencies towards homogenization and diversity. This eclectic collection on what it is to be a part of global network will be of interest to scholars and researchers of South Asian studies, philosophy, sociology, culture studies, and religion.

Due to globalization, cultural spaces are now developing with no tangible connection to geographical place. The territorial logic traditionally used to underpin architecture and envision our built environment is being radically altered, forcing the adoption of a new method of conceptualizing space/geography and what constitutes architectural practice. Construction techniques, design sensibilities, and cultural identities are being transformed as technology transports us to places that were previously unreachable. The resultant "globalized" architect must become more than just an artful visionary, but also a master of the art of the political nudge willing to act within multiple mediums and at the simultaneous scales of a chaotic new world disorder. Though fearless they must also be responsible, inherently understanding the necessity to align bold visions with the mundane details of the everyday in ways that are culturally flexible and accepting of change. The potential for what must be considered the legitimate practice of the architect must move from a purely material venue to one more directly engaged in the chaos of the larger economic, political, and social spheres of a globalizing world. The issues and possible interactions with globalization contained in this text exemplify ways that architecture is transforming into a more flexible and fluid interdisciplinary version of its traditional self in order to rise to challenges of this new international terrain. A theme runs throughout in the form of a call: that architects must conceptually re-construct their frames of reference to better align with the demands of a rapidly globalizing world.

While science has achieved a remarkable understanding of nature, affording humans an astonishing technological capability, it has led, through Euro-American global domination, to the muting of other cultural views and values, even threatening their continued existence. There is a growing realization that the diversity of knowledge systems demand respect, some refer to them in a conservation idiom as alternative information banks. The scientific perspective is only one. We now have many examples of the soundness of local science and practices, some previously considered “primitive” and in need of change, but this book goes beyond demonstrating the soundness of local science and arguing for the incorporation of others’ knowledge in development, to argue that we need to look quizzically at the foundations of science itself and further challenge its hegemony, not only over local communities in Africa, Asia, the Pacific or wherever, but also the global community. The issues are large and the challenges are exciting, as addressed in this book, in a range of ethnographic and institutional contexts.

This volume critically examines the role of science in the humanities and social sciences. It studies how cultures and societies in South Asia and Europe underwent a transformation with the adoption or adaptation of scientific methods, turning ancient cultural processes and phenomena into an enhanced scientific structure. The chapters in this book Discuss the development of science as a method in modern and historical contexts and the differences between modern science, scientification and pseudoscience. Study the interactions between bodies of knowledge such as Sanskrit and computer science; mathematics and Vedic mathematics; science and philosophy. Drawing on textual material, extensive fieldwork and in-depth interviews, this book will be of great interest to scholars and researchers of philosophy, Indology, history, linguistics, history and philosophy of science and social science.

Bringing the image into dialogue with the imagination, mimesis and performativity, Christoph Wulf illuminates the historical, cultural and philosophical aspects of the relationship between images and human beings, looking both at its conceptual and physical manifestations. Wulf explores the cultural power of the image. He shows that images take root in our personal and collective imaginaries to determine how we feel, how we perceive the arts and culture, and how our bodies respond with physical actions, in games and dance to rituals and gesture. By showing how imagination occupies an essential place in our daily conduct, Wulf makes a significant contribution to how we think about the role of images in culture, the arts and society.

This handbook provides an important overview of corporeality, embodiment and learning in education from both theoretical and empirical perspectives. Situating the body at the centre of educational practice, the editors and contributors introduce the concept of ‘tact’ as a practical corporeal language. The chapters provide a spectrum of historical, conceptual, empirical and practical educational approaches for embodied pedagogical engagement. Tact and embodied knowledge form a significant component of a teacher’s capability and professionalism: interacting with students, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual way that are as restrained as they are enabled by the body. This handbook questions the familiar and established essentialist and naturalist view of the body to allow new perspectives on how corporeality affects learners. It will be of interest to scholars in education and philosophy as well as those researching in across social sciences.

This book articulates an educational theory as well as a political theory of the Anthropocene. Divided into three sections it addresses educational anthropology, cultures and institutions, and educational recommendations in the Anthropocene. Topics covered in the volume measure the impact of the idea of the Anthropocene on the type of anthropology that underlies education and on a phenomenology of relationship. It links the notion of the Anthropocene with cultures and institutions so as not to 'smooth out' or erase the latter. Finally, it presents proposals and recommendations for educational practices. The work advocates rethinking education as an essential component in ensuring the sustainability of human life in society - by proposing to go beyond the approach of education for sustainable development or environmental education. The work also brings together empirical contributions in which proposals are elaborated for programs, pedagogical devices and experiments relating to the preparation of the future in the field of education. This volume is of interest to researchers of the Anthropocene.