Papers presented at a summer seminar on Tagore, held at Kolkata in 2000 and a conference on Celebrating Tagore, held at Fayetteville State University, North Carolina in 2004.

This Commemorative Volume is being published by the Federation of Indo-German Societies in India (FIGS), New Delhi, in association with Hanns-Seidel-Stiftung, Munich, to celebrate the 150th Birth Anniversary of Gurudev Rabindranath Tagore. Tagore received unprecedented welcome in Germany during his visits to that country in 1921, 1926 and 1930. The book is in three parts. The first part of this book entitled Rabindranath Tagore in Germany : A Cross Section of Contemporary Reports, edited and translated by Prof. Dietmar Rothermund, was first published in 1961 to celebrate Tagore's centenary by the Max Mueller Bhavan, New Delhi. The contributions by contemporary scholars and writers who came in contact with him at that time are not only interesting because of what they tell us about Tagore, but also illustrate contemporary German thought in its quest for new values and ideals. It ends with Tagore's poem in English, The Child, which he wrote in 1930 in Germany, that Prof. Rothermund describes as "a testimony of a sudden inspiration and a surprising vision". The second part carries an article entitled "Tagore and Germany" by Satinder Kumar Lambah, former Ambassador of India in Germany, first published by the Indian Council for Cultural Relations in the journal `Indien in der Gegenwart' in 1996. The author reviews Tagore's three visits to Germany, emphasizing the vitality of the cultural interaction that was set off by this "spiritual ambassador of India ... interpreting through his works and lectures the timeless message of an ancient country to a world that, in the wake of the First World War, was restless, confused and uncertain". The third part contains three essays on Rabindranath Tagore based on lectures delivered by Dr. Martin Kampchen in India and Bangladesh. Through his translations of Tagore's poetry, his biography of the poet in German and several studies on Tagore's relationship with Germany, the author has contributed substantially to introducing Tagore to a wider public.

This book is a fresh examination of Rabindranath Tagore’s ideas on nationalism and his rhetoric of cosmopolitanism. It critically analyses the poetics and the politics of his works and specifically responds to Tagore’s three lectures on nationalism delivered during the early years of the twentieth century and later compiled in his book Nationalism (1917). This volume: Discusses Tagore’s perception of nationalism – the many-sidedness of his engagement with nationalism, the root causes of his anathema against the ideology, ambiguities and limitations associated with his perception and his alternative vision of cosmopolitanism or global unity; Cross-examines an alternative view of cosmopolitanism based on Tagore’s inclusivist ideology to “seek my compatriots all over the world”; Explores how his ideas on nationalism and cosmopolitanism found myriad expressions across his works – in prose, fiction, poetry, travelogue, songs – as well as in the legacy of cinematic adaptations of his writings; Investigates the relevance of Tagore’s thoughts on nationalism and cosmopolitanism in relation to the contemporary rise of religious, nationalist and sectarian violence in the twenty-first century. A key study on the relevance of Tagore’s political philosophy in the contemporary world with contributions from eminent Tagore scholars in South Asia as well as the West, this book will be of great interest to readers and researchers in the fields of literature, political science, cultural studies, philosophy and Asian studies.

In 1930, when Rabindranath Tagore met Paul and Edith Geheeb in Germany, they formed a fruitful and long-term association resulting in the exchange of ideas and vision. Tagore's Brahmacharya Ashram, founded in 1901 in Shantiniketan, and the Geheeb's Odenwaldschule, established in Germany in 1910 (thereafter the Ecole d'Humanité in Switzerland, established in 1934 after the couple fled Nazi Germany), emerged from vastly different cultural backgrounds and social exigencies. Yet, they recognized striking similarities between their educational endeavours. The meeting also initiated a close association between India and Germany, with the Geheebs attracting many Indian intellectuals and Indophile Germans to their schools. This book explores the areas where the lives of the Geheebs and Tagore, and their respective circles, overlap. Rather than being a biography, a history, or a comprehensive description, this study is a comparison of Tagore and the Geheebs and their schools. Making use of the repository of unpublished correspondence available at the Ecole's archive, the author studies the Indo-German cultural exchanges in the early twentieth century that were initiated by these three educators and their pedagogical vision.

This volume analyses Bangladesh’s human-nature/environment relationships in terms of development victimhood, environmental injustices, and resistance of the marginalized. It demonstrates how the popular GDP-based economic growth model helps governments undertake “development” projects, threatening the environment and livelihood of the poor while benefiting the affluent. It represents the extant environmentalism in the literary works in Bangla, and tales of pollution, depletion; and human-nature/environment symbiosis that shows ways to resist victimhood. Against current environmental challenges and other environmental issues, this volume presents the epitome of how politics, biodiversity, and technology meet in many cross-cutting pathways.

"We live in an Enquirer, reality television–addled world, a world in which most college students receive their news from the Daily Show and discourse via text message," assert Charles Blackstone and Jill Talbot. "Recently, two nonfiction writers have been criticized for falsifying memoirs. Oprah excoriated James Frey on her show; Nasdijj was impugned by Sherman Alexie in Time. Is our next trend in literature to lock down such boundaries among the literati? Or should we address the fictionalizing of nonfiction, the truth of fiction?" The Art of Friction surveys the borderlands where fiction and nonfiction intersect, commingle, and challenge genre lines. It anthologizes nineteen creative works by contemporary, award-winning writers including Junot Díaz, Jonathan Safran Foer, Thomas Beller, Bernard Cooper, Wendy McClure, and Terry Tempest Williams, who also provide companion pieces in which they comment on their work. These selections, which place short stories and personal essays (and hybrids of the two) side by side, allow readers to examine the similarities and differences between the genres, as well as explore the trends in genre overlap. Functioning as both a reader and a discussion of the craft of writing, The Art of Friction is a timely, essential book for all writers and readers who seek the truthfulness of lived experience through (non)fictions.

The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of "the human". Flashpoint epistemology attends to the lived difficulties that arise in teaching, policymaking, curriculum, and research among continuous practices of differentiation, and for which there is no pre-existing template for judgment, resolution, or action. Flashpoint Epistemology Volume 1 examines contemporary collisions and reworkings of cultural-political issues in education through arts and humanities-based approaches. How and whether lines are (re)drawn in educational practice – and via who-what – between justice, morality, religion, ethics, subjectivities, intersectionality, the sublime, and the senses are a particular focus. The volume offers innovative relational approaches and new narrativization strategies, examining the aporia experienced when operating in educational domains of inevitable, recurring, difficult, fortuitous, and/or unforeseen flashpoints. The chapters will engage researchers seeking new approaches to education’s complexities, nested discourses, and ever-moving horizons of enactment. It will also benefit post/graduate students and teachers whose work intersects with sociological, philosophical, and cultural studies and who are curious about claims to interconnection, the ethical quandaries embedded in practice, and the affordances and limits of technological innovation.