ERIC Number: EJ847706
Record Type: Journal
Publication Date: 2005
Reference Count: 87
Political Education and Social Reconstructionism: Contextualizing the Philosophy of Sri Aurobindo
White, Stephen R.
International Education, v34 n2 p17-35 Spr 2005
The modernist era of world history has been defined as the age of internationalism. Conversely, globalization is an academic concept that is used to define postmodern world history. Globalization is theoretically framed from varied perspectives. Most specifically it is analyzed as political, social, and economic phenomena but also within the domains of humanities and philosophy. Globalization can be described from neoconservative, neoliberal, or radical political perspectives while focusing on issues as diverse as cultural differentiation, social divergence, worldwide homogenization, international heterogenization, or disputes between local needs versus international interests. What is peculiarly problematic today, according to this author, is to conjecture an affirmative idealism of global developments in the current state of planetary shock due to the violent attack on the United States, September 11, 2001. This horrific, inhumane act of terrorism has resulted in something of a collective apocalyptic global muse. Ensuing wars and an unconceivable explosion of mindless violence against humankind are in essence drenching people's shared psyche and clouding people's collective soul. Recent international turmoil is reinforcing this negativity. What is still promising is that there remains for many an intellectual, emotional, and soulful drive for a greater transcendent understanding of the collective future. This drive is submerged under the maze of fear and a haze of a seemingly ill-fated future. However, this problem provides an opportunity to educationally fuse a relationship between the realism of global life-world issues and larger metaphysical ideas of solidarity. The former is being adequately addressed by academia. The latter is a challenge for others to creatively explore as a means to augment tangible information about globalism with intangible humanistic notions of planetary solidarity. Such notions must hold educational and social relevance as well as significance for the individual to be effective and valid. Therefore, the question at hand is how can globalization be philosophically contextualized as a positive process of evolving social solidarity and personal transformation? This study aims to suggest a partial answer to this complex, yet extremely important question. In this article, the author profiles Indian intellectual Ghose Aurobindo and explores his concepts, which have relevance for political educators in the era of globalization.
Descriptors: World History, Global Approach, Political Attitudes, Violence, Political Science, Philosophy, Group Unity, Transformative Learning
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site: http://cehhs.utk.edu/publications/default.html
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United States