Sunday Posts

As History with a capital H makes a comeback, would we return to studying history? History is an endangered discipline now. There are those who believe study of the past is rather meaningless, when we can just create - with the power of technology - the future.  And, then, there are those who use history all the time - or rather, make it up - to further their own goals. For them, unlike the historians, the lure of the past is due to its obscurity, its uncertainties and tentative nature. Instead, they confidently create the narratives of the past that they want - shaping and controlling it in their bid to own the future.  However, history as political propaganda isn't really that new, but it's not history. At the core of history, there is a search for truth, even when such truth may be unknowable. It's true even the best of history writing is a narrative, an interpretation of what happened, and there are inevitably a lot of missing parts. But what distinguishes history from ...

The trouble with writing the history of modern Higher Education in India is its non-autonomous nature. The first Indian universities were set up more as government departments rather than academic institutions. In fact, the first such university, in Calcutta, did no teaching itself for the first half-century of its existence and its functions were limited to conducting examinations and awarding degrees. And, this is not a dead legacy which Independent India has done away with: There was no cultural revolution in India after the independence (though one may argue that one is underway now) and the institutional ideas of the British-Indian higher education were preserved, rather than discarded, in the brown Raj. That education system has, as I have argued elsewhere, failed both the Indian nationhood and limited the country's economic potential and it should be easy to appreciate the need of a complete rethinking of educational forms and priorities without necessarily agreeing wi...

By the end of 1820s, the initial abortive efforts of Sir Thomas Munro in Madras and Mountstuart Elphinstone’s in Bombay to revive traditional Indian education were being replaced by programmes to introduce ‘useful learning’. Lord William Bentinck, whose Governor Generalship began in 1828, carried with him the reputation of  "a man of a violent and haughty nature, imbued with English prejudice and regarding the English constitution as the salvation of the human race," and an earlier failure, as Governor of Madras that ended in a recall after the Vellore Mutiny of 1806 (sparked by, among other things, attempts to change Sepoy dress codes and discipline). Bentinck was a reformer, deeply impressed by the Utilitarian ideas of Jeremy Bentham (Bentinck, who met Bentham before he left for India, reportedly told the philosopher, “I am going to British India, but I shall not be Governor-General. It is you that will be Governor-General”) and his appointment marked a clean break with...

Unlike the American founders, the Founders of Modern India generally get a bad press. Indeed, many people do not think of them as Founders at all - India was there for thousands of years, they say - and merely see them as political operators who negotiated Independence, a bad one, with the British, only in order to grab power for themselves. That the creation of Modern India was an act of political imagination is overlooked with purpose and intention. That the 'founding' generation had to come up with the idea of timeless India which we now take for granted - and give us the sense of History that we now have - has been completely forgotten. Besides, we are now in a destructive frenzy of an adolescent tearing down the house they built: There was never a worse time to claim the Foundership of what is being considered a great country and a failed experiment at the same time. In this era of 'unfounding', speaking about Tagore's idea of India may only have the effe...

When the subject of establishing English style Public Colleges in India came up before the British Parliament in the late Eighteenth Century, the proposition was deemed to be both preposterous, as the Indians were deemed to lack the discipline needed for a college education, and subversive, as American colleges were blamed for the loss of British colonies there.  The East India company administrators, however, were establishing colleges in India at the time - Warren Hastings modelled the Calcutta Madrassah following a version of famed Dars-i-Nizami curriculum followed in Awadh, followed by the efforts of Jonathan Duncan, the resident of Benares, to establish the Benares Sanskrit College - but these colleges were classic orientalist projects, for oriental learning and primarily for the benefit of English administrators wanting to understand Indian society and legal system. Such was the motivation of Wellesley's Oxford of the East - the Fort William College in Calcutta - which woul...

Who wants to really study History anymore? Has it not ended already, as Francis Fukuyama famously declared? And, besides, what role may it have at a time when we are so busy making the future? The questions are personal, as I went back to the University at a late stage to read History, prompting such, and other, derision. It was deemed impractical, idiotic or pompous, based on the kindness of the commentator, but never - even once - useful. Why didn't I do an MBA instead, or, if I really wanted to write, a degree in Journalism? History was unlikely to give me any real skill, and, any reasonable supply of TLAs (three letter acronyms, for the uninitiated), so very crucial for getting ahead in one's career. History is, at best, so dated! However, I actually very much think the opposite, and I shall explain why. This is not about explaining my decision to go back to school - that I have tried elsewhere - but rather why History has become a more important discipline than e...

Ten years ago, I wrote a post on this blog about Lord Macaulay , or, more specifically, about a statement which he allegedly had made about India. I meant to debunk one of those Internet memes that seek to revise the history with a specific agenda: Now we call these things 'fake news'. Sent to me by a well-meaning and unsuspecting friend, it was a crude hoax, giving itself away in modern language and openly conspiratorial motive, apparently at odds with Reform Era English Intellectual manners and ideas. It took me a few minutes on Google to figure out that the quote came not from Macaulay, but a Hinduvta journal published in the United States in the 70s, which invented the statement.  At that time, almost exactly 10 years ago, this blog was a hobby, my scrapbook of ideas, something I did with no other purpose than keeping the habit of writing. The post about Macaulay changed all that. Little did I suspect how popular and widespread the usage of that quote was, and how m...

My journeys abroad was to make sense of myself, to see from the outside what can't be seen from the inside. Perhaps predictably, but at once ironically, I ended up in England, mother country of modern Indian imagination, hawking - as I can't find a better word - English manners and experiences to the fawning middle classes. Admired simply as I live in England, it became increasingly difficult for me to leave, as all suggestions of my intent to return were invariably met by premonitions of something being wrong, as no one really ever wants, or should want, to return. Even the rather satisfying moments of canvassing India's economic progress were almost always punctured by grossly embarrassing proclamations of 'special relationship', in full knowledge that the affectations flow only one way; in my stock of trade, Kolkata wants to be London without ever London wanting to reciprocate. Therefore, 'self-colonialisation' as a concept appears real from my vant...

I wrote earlier about the tension between The College and The Coffee-House - between formal and informal systems of education and knowledge sharing - and I intend to focus my attention on this in my work in 2018. My thesis is simple: Most learning is experiential, contextual and situational; however, learning as a socially mandated function must have form, be broadly applicable and based around general principles. This tension is indeed central to the idea of knowledge, between the high ground of theory and field of practice, and it is a dialectical relationship. The societies value both, but often more one than the other, depending on economic and political situations of the time. Generally, stable societies privilege 'scribal' classes and formal learning, but breaking of times and paradigm shifts are generally brought about by ideas emerging out of practice; therefore, when times change, Coffee-houses play a crucial role. In our own time, right now, we have privileg...

I have spent this holiday season working on my essay on Nazi Ideology and Holocaust. Earlier this year, I spent the first two weeks of the New Year doing another essay, a mistake that I don't want to repeat this year: I would rather start the New Year completely focused on making a new start on the various work projects. So, in essence, I am working through the holidays, which may not sound like fun, but I feel very good about it.  However, the claim that I am working on the essay is a little overblown, because I have not typed a single word yet. What I am doing now is reading and thinking, and writing the essay in my mind. This is usually my style - I take more time thinking and less time writing - though this is by no means optimal and many a times in the past, I pledged to myself to start writing sooner. And, yet, here I am - doing this again! However, this time, I hope, I am not just procrastinating, but rather developing concrete ideas. So, what I am trying to do is ...

'Neo-Liberalism' has come to eat the world.  The term pops up every now and then, sometimes in unexpected places. Usually derogatory in its employ, it appears to signify both the cause of the disease and its symptoms. I am not sure if anyone calls oneself 'neo-Liberal' by choice, but in a sense, all of us, mortgage-wielding, Cappuccino-sipping, Economist-reading, English-speaking, Starbucks-bound middle-class men, are. In its usage, it is nothing like 'Nazi', or 'Fascist', or 'Communist', as each one of those were specific categories (one could be called a communist and could admit to be a communist), but rather a label that is necessarily bestowed on others, with its main function being absolution for the speaker: That is, if I can call something, or someone, 'Neo-Liberal', then I am not. One thing for sure though: It is deemed to be something bad. Just calling someone 'Neo-Liberal' isn't enough, you have to say the...

Introduction   In the second decade of the new millennium - now - new questions about human abilities and human worth have arisen. A vast industry of computerisation and gradual rise of ‘machine intelligence’ challenged the prospect of ever-improving urban middle class life, replacing a vast number of secretarial, administrative and other ‘middle ability’ jobs with computer programmes, cheap workers overseas, and increasingly, with robots. Stagnated wages, disappearing jobs and breakdown of the ‘American Dream’ in its many global variants have led to a new ‘struggle for existence’ in the workplace. This technological phenomenon also meant an inversion of the role of Capital and Labour in the production process. With decline of large factories and their unionised workforces in the West (replaced by large factories and their non-unionised labour in China and Indonesia) and with most people turned into keen consumers of latest gadgetry, collective bargaining has fallen out of p...