This Book Rerflects On The Nature Of South Indian Society When Ziegenbalg Arrived There And The Way And Extent To Which His Arak Changed It.

The present volume is a result of an international symposium on the encounters between Jesuits and Protestants in Asia and the Americas, which was organized by Boston College’s Institute for Advanced Jesuit Studies at Boston College in June 2017. In Asia, Protestants encountered a mixed Jesuit legacy: in South Asia, they benefited from pioneering Jesuit ethnographers while contesting their conversions; in Japan, all Christian missionaries who returned after 1853 faced the equation of Japanese nationalism with anti-Jesuit persecution; and in China, Protestants scrambled to catch up to the cultural legacy bequeathed by the earlier Jesuit mission. In the Americas, Protestants presented Jesuits as enemies of liberal modernity, supporters of medieval absolutism yet master manipulators of modern self-fashioning and the printing press. The evidence suggests a far more complicated relationship of both Protestants and Jesuits as co-creators of the bright and dark sides of modernity, including the public sphere, public education, plantation slavery, and colonialism.

This handbook is an important reference work in understanding education systems in the South Asia region, their development trajectory, challenges and potential. The handbook includes the SAARC (South Asian Association for Regional Cooperation) countries for discussion---Afghanistan, Pakistan, India, Nepal, Bhutan, Bangladesh, and Sri Lanka---while also considering countries such as Myanmar and the Maldives that have considerable shared history in the region. Such a comparative perspective is largely absent within the literature given the present paucity of intra-regional interaction. South Asian education systems are viewed primarily through a development lens in terms of inequalities, challenges and responses. However, the development of modern institutions of education and the challenges that it faces requires cultural and historical understanding of indigenous traditions as well as indigenous modern thinkers and education movements. Therefore, this encompassing referenc e work covers indigenous education traditions, formal education systems, including school and preschool education, higher and professional education, education financing systems and structures, teacher education systems, addressing huge linguistic and other diversities, and marginalization within the formal education system, and pedagogy and curricula. All the countries in this region have their own unique geographical, cultural, economic and political character and histories of interest and significance, and have responded to common issues such as overcoming the colonial legacy, language diversity, or girls’ education, or minority rights in education, in uniquely different ways. The sections therefore include country-specific perspectives as far as possible to highlight these issues. Internationally renowned specialists of South Asian education systems have contributed to this important reference work, making it an invaluable resource for researchers and students of education interested in South Asia.

This historical narrative of Protestantism in India records the views of the Tamil-speaking peoples among whom German Pietists worked beginning in 1706. The views recorded here include those of Hindus, Muslims, and Catholics, but special attention is given to Tamils who became Evangelicals. Drawing on concrete historical analysis, Tamil writings, and archival materials, D. Dennis Hudson's work not only illumines a little-known period of religious history but also raises significant questions about the relationship between faith and culture.