Archived project

DO WE NEED UNIVERSITIES AND SCHOOLS?

Updates
0 new
0
Recommendations
0 new
0
Followers
0 new
3
Reads
0 new
45

Project log

Debaprasad Bandyopadhyay
added a research item
Being unnecessarily disturbed by the schooling system of the West Bengal, India and consulting the statistical reports of National Crime Bureau on the bleak scenario of schooling, a father withdrew his son from the Ideological state Apparatus (a la Althusser) and followed the Illichian methods of deschooling. Based on this particular narrative, the author of this paper mounted to the pros and cons of de-/un-/home-schooling society by taking cue from Rabindranath Tagore, M.K. Gandhi, Ivan Illich, Paolo Friere, Basil Bernstein et al. and the Eklavya experiment (Hosengabad, Madhya Pradesh, India) on deschooling society. According to the author, this type of poor’s education is now subsumed, appropriated, approximated and codified by the super-rich schools. This type of synthetic hegemonization has led to a packaging of de-/un-/home-schooling as a bureaucratic knowledge industry ( with ancillary industries of health drinks, school uniforms, bad text/reference books etc.) through the electronic capitalistic opportunity web. However, the author showed the way of retreat from such money-sign based knowledge industry by discussing the positive sides of UNICEF’s educational guidelines along with Yashpal Committee reports and National Council of Educational Research and Training (NCERT)’s curriculum framework, Though the implementation of all these child-centric self-motivated education as suggested by these agencies is far from the “real”-ity. Therefore, the author insisted on the Tagore’s atmasakti (self-empowerment) that does not alienate pupils from the necessary labor as the corporatization of mainstream educational industry ideologically leads to surplus labor extraction. Thus the non-school (in Bangla, /na-iskul/ ) has become nice school with a sweet punning.
Debaprasad Bandyopadhyay
added 2 research items
This monograph is an edited collection of papers on the condition of academiocracy in West Bengal, India under the pseudo-communist regime of 34 years. The editor of this collection, in the prologue, from his subjective position of glocal sub-altern research-activist (a) described the long colonial legacy of Scientific Imperialism by reiterating Galtung’s arguments; (b) criticized Model Theoretic Approach with the analogy of fashion models, who are suffering from anorexia nervosa or bulimia (c) in connection with that, he emphasized on the intellectual anorexia of the local academiocracy, the model followers in the ramp of academics; (d) pointed out the patron-client relationship among the then existing corporate-sponsored ruling party, academic mafias sponsored by the ruling party, so-called educated unemployed or party-cadres and the sponsored- scholars; (e) depicted the embedded inferiority complex of the indigenous educators, who believed that the “West is best”; indigenous knowledge and mother tongue were (un)officially ignored due lack of self-confidence (f) the proliferation of technical intelligentsia/inorganic intellectuals that caused the endangerment of thinking person/philosopher with social engagement. The collection consisted of excerpts from the writings of Isvarchandra Vidyasagar (on the homogenous molding within academic tribe under the Raj, which is still being observed as the governmentality leads to mediocrity – the top of the Gaussian bell is enhanced by marginalizing other!), Kalidas Bhattacharya (He also criticized Model Theoretic Approach and the hegemony of political parties in the realm of academics), Subhendu Dasgupta (who described the non-neutrality of institutionalized academics that carried the filthy politicalization), Sourin Bhattacharya. (He explained the problem of institutionalized organized merchant-sponsored academics, problems of funded research, lack of knowledge in philosophy and history of science and Model Theoretic Approach), Tapan Roychoudhuri (He vehemently criticized the print capitalistic “publish or perish [and publish rubbish]” –policy of international academiocracy.) Mihir Chakroborti ( He elaborated the role of imagination in case of Mathematics, which is disrupted by the power politics within the academic sphere), Partha Chatterji. (He pointed out the enhancement of mediocrity by the political society of West Bengal) and Ajit Choudhuri. (He found an apparent solution in many academic terrorist spaces that could be established as a symptom [in Lacanian sense of the term] against the existing local front politics). In the epilogue, the collector of these excerpts, though mentioned many collaborative and non-collaborative options, ultimately selected non-violent non-cooperation with the existing system of academics. Before that he discussed the lives of some thinking persons, viz., Socrates, Spinoza, Wittgenstein et al. so that one could learn the art of such resistance.
View it @http://www.academia.edu/414393/_%E0%A6%AC%E0%A6%BF%E0%A6%9C_%E0%A6%9E%E0%A6%BE%E0%A6%A8-%E0%A6%AC%E0%A6%BE%E0%A6%9C%E0%A6%BE%E0%A6%B0-%E0%A6%B0%E0%A6%BE%E0%A6%B7_%E0%A6%9F_%E0%A6%B0_Science_Market_State_
Debaprasad Bandyopadhyay
added 2 research items
What does it mean by the word " our " / " my-ness " / " my-dentity " or possedness(svatva) in the context of four Ls: Language, Labour, Land and Love ? The author of this paper has dealt with only two Ls: Language and Labour taking his cues from Raghunatha Siromoni and Karl Marx. My-dentity as a category does not depend on the exchange value as ascribed by the market economy, therefore the author has paraphrased " fit for use " (viniyogayogyata) as " use value " and it eradicates the self-other differences in the context of my-ness. The author is not talking about Identity or I-ness, but on my-dentity or my-ness, i.e., what " I " possesses or what belongs to " me " —my ownership, endowment, possessed-ness or rather entitlement. Thus this paper is a psychoanalytic shift from the individual ego to the possession of ego as imagined and symbolized. This paper starts with some problematic questions: Do " I " possesses something or something is imposed upon my Identity or as my " own " following certain rules of socio-cultural or politico-economic legitimacy? As a homo sapiens, except my supposed genetic endowment, do I have something as my " own " ? Do I have my ownership of four Ls in the context or locus of this planet or universe? Then what is about the legal and market entitlement as proposed by Amartya Sen? Without questioning the stipulated value ascribed to a currency note, Sen puts " etc. " at the beginning of the exchange process .This is the paradox of his framework as it leads to fallacy of infinite regress. The author elaborates his arguments by following age old dialogic forms. He concludes his paper by following Derrida and by introducing the concepts of Anti-Grammar, n-glossia, Bhasa-samavaya. (S)talker had anticipated the incidence of the secret moments of eco-enemy primitive
Debaprasad Bandyopadhyay
added a research item
In fact, by posting this document, containing Bangla documents on academiocracy, I am digging my own grave as I, a cog in the academic machinery, am condemning streamlined education system and institutionalized organized funded academic institutes and propagating " LifeLong