Languages, Families and the Plural Learning of the Nineteenth-Century Intelligentsia
Document Type
Article
Department
History (CMC)
Publication Date
2000
Abstract
My essay discusses this problem of the ‘suspension between two worlds’ through the solution of ‘three educational practices’. I suggest here the importance of an empirical sociological enquiry regarding the locus of ideas, the patterns of learning, and the source and effect of intellectual development. In the larger work, I would like to further ground in historical and biographical data what Shils calls the ‘composite’ culture of Indian intellectuals, a combination of their ‘local culture’ and the ‘world’ that ‘transcends’ it that they would like to participate in. While doing so, I hope that my work can also evoke some to the complexity and excitement of the multiple processes of learning, and the drama inherent in any learning whatsoever.
Rights Information
© 2001 SAGE Publications
Terms of Use & License Information
DOI
10.1177/001946460103800104
Recommended Citation
Kumar, Nita, "Languages, Families and the Plural Learning of the Nineteenth-Century Intelligentsia" (2000). CMC Faculty Publications and Research. 163.
https://scholarship.claremont.edu/cmc_fac_pub/163
