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Tag: humanities

PHI Learning, renowned for 62 years of academic publishing excellence, provides affordable textbooks aligned with NEP 2020, authored by experts, and widely adopted in higher education globally.

  • Shakespeare’s Julius Caesar: A Historical Account in the World of Academic Texts and Affordable Textbooks

    Among Shakespeare’s most famous dramatic works, Julius Caesar portrays a true historical account, depicting the assassination of Gaius Julius Caesar, one of history’s most famous conquerors, and the ensuing civil war. As a pivotal figure in transforming the Roman Empire, Caesar’s political career and military victories, particularly in the Gallic and Civil Wars, made him an iconic leader. However, his assassination remains a topic of intense debate and intrigue, with scholars and historians offering various theories regarding his downfall.

    Some theorists claim Caesar’s arrogance toward the Senate and his manipulation of elections led to his tyrannical reputation, causing discontent among the Roman elite. As these doubts about Caesar’s fairness grew, many lost faith in his leadership, believing he was undermining the integrity of the Roman democratic system. Despite previous plots against Caesar, a conspiracy of at least seventy men, including Marcus Junius Brutus, Gaius Cassius, and Decimus, ultimately led to his assassination.

    Historians have identified multiple signs that could have foreshadowed Caesar’s tragic death. A Greek inscription predicted that a descendant of Capys would be murdered by his own kin, and Caesar’s wife, Calpurnia, was plagued by disturbing dreams foretelling his demise. The political intrigue and mystery surrounding Caesar’s assassination have captivated historians and audiences for centuries. The combination of Caesar’s significance as a ruler and the dramatic nature of his death continues to intrigue and inspire audiences.

    While many literary portrayals of historical events contain inaccuracies for dramatic effect, Shakespeare’s Julius Caesarremains relatively faithful to historical truths, though not without its fictional elements. For example, the famous line “Et tu, Brute?” was invented by Shakespeare. Additionally, the scene in which a soothsayer warns Caesar of his impending death on the Ides of March is not historically accurate. Despite these fictionalized moments, Shakespeare’s account is largely seen as a representation of the historical events surrounding Caesar’s assassination.

    Shakespeare’s portrayal of these events also emphasizes the human element of history, revealing the uncertainty and complexity of the historical figures involved. The characters in the play are brought to life with flaws, such as jealousy, selfishness, and suspicion, which make their motivations and actions more relatable and human. The political unrest and struggles for power depicted in the play mirror the chaos and uncertainty of real-life societies. This reflection of human nature highlights the political conflicts that shape the course of history.

    Find Your Affordable Academic Textbooks with PHI Learning

    Interested in exploring Shakespeare’s Julius Caesar in greater depth? Look no further than PHI Learning’s Shakespeare Plays Series! Our affordable academic textbooks provide students and educators with high-quality resources that help to unravel the complexities of these timeless works. Here’s what you can expect from PHI Learning’s Shakespeare editions:

    1. Meticulously edited full texts of Shakespeare’s plays, complete with annotations and expert commentary.
    2. Well-designed pages that ensure easy readability for students of all levels.
    3. Thoughtful introductions that provide context and background information.
    4. Thorough explanatory footnotes that clarify difficult passages and references.
    5. Act and scene summaries for better understanding.
    6. Concise plot summaries that help students grasp the main themes of each play.
    7. Critical essays that explore major themes, perfect for students writing academic papers or conducting literary analysis.

    Our Shakespeare Plays Series is designed to be an excellent academic resource for students studying literature and drama, providing insights into Shakespeare’s work in a clear, accessible format. Whether you’re an educator or a student, these affordable textbooks are a must-have for anyone seeking to dive deeper into the world of Shakespeare.

    For more information about PHI Learning’s Shakespeare Plays Series, visit our Shakespeare plays web page.

    For detailed information on Julius Caesar by William Shakespeare, visit the book details page here.

    Explore our range of academic textbooks designed to make learning affordable and accessible to all. With PHI Learning, you can be assured of high-quality, expertly curated academic texts that enrich the learning experience for students, teachers, and academics alike.

  • The Ghost in Shakespeare’s Hamlet: Uncanny Themes and Symbolisms

    Throughout history, ghosts have symbolized bad omens, often representing the souls of deceased individuals trapped between the world of the living and the afterlife due to unfinished business. In Shakespeare’s Hamlet, the appearance of the ghost (seemingly King Hamlet) has sparked extensive debate among critics and scholars. Prior to meeting the ghost, Hamlet expresses his dissatisfaction with his mother’s hasty marriage to the new King, creating a backdrop of emotional turmoil that heightens the significance of the ghost’s appearance.

    In the play, the ghost becomes a catalyst for Hamlet’s descent into madness, with some critics suggesting that Hamlet feigns insanity to gather information on his father’s death, while others believe the ghost’s presence triggers a real psychological breakdown. The ambiguity surrounding the ghost’s nature—whether it is a supernatural being or a manifestation of Hamlet’s mental illness—has captivated audiences and created a compelling tension within the play.

    Shakespeare’s use of the ghost in Hamlet allows for multiple interpretations, making it a fascinating study in both literary and psychological analysis. On one hand, the ghost serves as a supernatural presence that is rooted in the cultural beliefs of the time. On the other hand, it can be viewed as a psychological element, representing Hamlet’s inner turmoil and paranoia. This duality leaves the audience to question the truth behind Hamlet’s experience, creating a narrative that is simultaneously believable and open to speculation.

    The Symbolism of the Ghost: Themes in Hamlet

    The ghost’s presence in Hamlet evokes several themes that deepen the complexity of the play:

    1. Vengeance: The ghost’s primary purpose is to seek revenge for his murder. By urging Hamlet to avenge his death, the ghost sets the stage for the events that follow, fueling the theme of vengeance throughout the play.
    2. Instability in Denmark: Some critics interpret the ghost as an omen of political instability in Denmark, symbolizing the crumbling of order within the nation. Hamlet’s encounter with the ghost can be seen as a manifestation of his conscience, urging him to restore balance to the kingdom.
    3. Insanity: The ghost symbolizes madness, as it challenges Hamlet’s sense of reality and causes him to spiral into irrational behavior. This theme of insanity is further complicated by the uncertainty of whether the ghost is a hallucination or a real entity, leaving the audience to question Hamlet’s mental state.

    Explore Shakespeare’s Hamlet with Affordable Academic Textbooks from PHI Learning

    If you’re interested in exploring Shakespeare’s Hamlet and its enigmatic ghost in greater detail, look no further than PHI Learning’s Shakespeare Plays Series! Our academic textbooks provide affordable access to carefully curated editions that offer in-depth analysis, commentary, and historical context. Here’s what you can expect from PHI Learning’s affordable academic textbooks:

    1. Meticulously edited full texts of Shakespeare’s plays with expert annotations and commentary.
    2. Well-designed pages for easy readability, perfect for students of all levels.
    3. Thoughtful introductions that provide valuable context for a deeper understanding.
    4. Detailed explanatory footnotes that clarify complex passages.
    5. Act and scene summaries that simplify the play’s structure.
    6. Concise plot summaries to help students grasp the main events and themes.
    7. Critical essays that explore the major themes of each play—ideal for academic analysis.

    Our Shakespeare Plays Series is an excellent resource for students, teachers, and anyone studying literature. These academic textbooks make Shakespeare’s plays accessible while offering insights into his works, making them ideal for literary analysis, research, and classroom study.

    For more information about PHI Learning’s Shakespeare Plays Series, visit our Shakespeare plays web page.

    For details on Hamlet by William Shakespeare, visit the book details page here.

    Explore our collection of affordable academic textbooks today and gain a deeper understanding of Shakespeare’s works, perfect for enhancing your studies and academic writing.

     

  • Introduction to Indian Knowledge System: Concepts and Applications – A Review by Anand Parthasarathy

    Introduction to Indian Knowledge System Review Science Reporter

    Introduction to Indian Knowledge System Review Science Reporter 1

    Introduction to Indian Knowledge System Review Science Reporter

    Introduction to Indian Knowledge System Review Science Reporter

    Access and download the article in pdf from: http://nopr.niscpr.res.in/handle/123456789/59965

    Title: Book Review: Documenting India’s Rich Heritage of Knowledge

    Authors: Parthasarathy, Anand

    Issue Date: Jul-2022

    Publisher: NIScPR-CSIR, India

    Page(s): 31-33

    ISSN: 2582-6492 (Online); 0036-8512 (Print)

    Appears in Collections: SR Vol.59(07) [July 2022]

     

    To Buy the book from

    #PHILearning website click https://www.phindia.com/Books/BookDetail/9789391818203/introduction-to-indian-knowledge-system-bhat-mahadevan-nagendra

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  • HUMAN RIGHTS LAW AND PRACTICE By J. K. Das – A Review by Prof. Saurav De

    Human rights law is still waiting for its theoretician to systematize the thoughts and speculations on the subject and define desirable goals. The definitional process of it is not so easy as the term “right” is an ambiguous term used to describe a variety of legal relationships. Sometimes, “right” is used in its strict sense of the right holder being “entitled” to something with a co-relative duty on another, while “right” sometimes is used to indicate an “immunity” from having a legal status. Sometimes it indicates a “privilege” to do something, while sometimes it refers to the “power” which creates a legal relationship. Entitlement, immunity, privilege, power etc. are identified as rights and thus, each concept invokes different protection and procedures with variant results. Sometimes human rights are described as “inalienable rights.” If we speak of inalienable rights, what do we mean? Do we mean a right to which no exceptions or limitations are valid? Or do we mean a right, a “prima facie” right with a special burden on the proponent of any defeasance? Or do we mean a principle that must be followed unless some other principle is weighty enough to allow abridgment arises? Or whether considerations justifying an exception as the same moral category as those that underlie the right? Some scholars have identified human rights as those which are important, moral, and universal. Whenever we say a right is “important” we are speaking about several qualities such as its aesthetic value, its intrinsic value, its instrumental value, its value regarding the scheme of right, etc. Similarly, the words “universal” and “moral” are even more complicated. It is, therefore, not certain what makes a right universal, moral, and important, and who decides on this? Probably for this reason Amartya Sen asked: “What exactly human rights are? Sen in his article “Elements of a Theory of Human Rights,” advanced the cause of social theory of human rights and affirms more resolutely “the need for a theory of human rights.

    The book “Human Rights Law and Practice” written by J. K. Das and published by PHI Learning Pvt. Ltd. emphasizes the critical evaluation of modern human rights law and practice with special reference to India, and was prepared with the author’s extensive teaching and research expertise. It assesses current debates on numerous topics relating to life, liberty, equality, and human dignity, as well as their reflections in international human rights law, referring to state practices as reflected in constitutional provisions, judicial decisions, and suitable legislation.

    This rationally organized and comprehensive work is divided into nine chapters. Beginning with the theoretical basis of human rights law, the book moves on to the “International Bill of Human Rights,” exhibiting many aspects of civil and political rights as well as economic, social, and cultural rights. It further discusses the importance of human rights law in the protection against inhuman wrongs and examines a large number of debates concerning human rights to the development and protection of the environment. The book then goes on to look at numerous human rights issues in Indian constitutional law.

    The book’s second half focuses on the preservation of women’s and children’s rights, which has been at the forefront of many human rights debates. It also covers the scope and ambit of indigenous peoples’ and minorities’ rights, as well as their protection. The book concludes by examining the value and reasons of human rights law in safeguarding the rights of disabled people (divyang).

    The first edition of the book Human Rights Law and Practice (2016) was cited and referred by various International jurists in the field of human rights law. Mfonobong David Udoudom, Okpe Okpe, Timothy Adie, and Samuel Akpan Bassey wrote an article on Environmental Ethics and it was published in Budapest International Research and Critics Institute Journal in 2019, where the authors referred to chapter four (Human Rights to Development and Protection of the Environment) of the book Human Rights Law and Practice (2016)( https://www.bircu-journal.com/index.php/birci/article/view/236). Thompson Chengeta, wrote an article on Populist Candidates and the Fitness for Public Rule: An International Human Rights Law Perspective, and it was published in Harvard International Law Journal in 2018, Thompson Chengeta referred the chapter one (Theoretical Foundations of Human Rights Law) of the book Human Rights Law and Practice (2016) (https://harvardilj.org/wp-content/uploads/sites/15/Chengeta_published.pdf.) Christof Heyns wrote an article on ‘Autonomous weapons in armed conflict and the right to a dignified life: an African perspective,’ and it was published in the South African Journal On Human Rights in 2017, Christof Heyns has taken an important idea on right to live with human dignity from the first edition of author’s book, Human Rights Law and Practice (2016) (https://journals.co.za/doi/epdf/10.1080/02587203.2017.1303903).

    Book on Human Rights Law and Practic

    Recently the second edition of the book has been released. The salient features of this edition are:

    • It has thoroughly revised, updated, and enlarged the entire book, and
    • It has also newly incorporated – (a) law on HIV/AIDS Management, (b) Covid-19 Management law, (c) legislative aspect of protection of the environment (d) recent law on triple talaq,(e) de-criminalisation of adultery, (f) right of Hindu women to offer worship in Sabrimala temple,(g) right to access to justice, judicial review, legal aid, and speedy trial,(h) surrogacy and reproductive right, (i) law on POSCO, (j) hard law and soft law, and (k) recent law on

    The author has written the book in a very lucid language. He explored the difficult concepts of human rights easily.  He brings out various judicial decisions in the book so that readers of this book will understand the contemporary relevance of Human rights. Though the book is primarily intended for LL.B., B.A.LL.B., LL.M., and human rights courses, it will also be useful to researchers, academicians, jurists, lawyers, judges, and civil society members.

    About the Author of the Books

    Jatindra Kumar Das, Ph.D. (Banaras Hindu University), is Professor and Dean, in the Faculty of Law at the University of Calcutta, Kolkata. He has rich teaching experience and professional proficiency in the field of legal research. He has been a member of various academic and government bodies. He has authored many books and articles on the subject of law, the recent being Code of Civil Procedure and Law of Copyright, also published by PHI Learning.

    law of copyright, civil procedure code

    Go to the links below to know about the books in detail and buy 

    https://www.phindia.com/Books/BookDetail/9788195161157/human-rights-law-and-practice-das

    https://www.phindia.com/Books/BookDetail/9788196378950/code-of-civil-procedure-das

    https://www.phindia.com/Books/BookDetail/9788194800200/law-of-copyright-das

     

    Review by 

    Saurav De, Assistant Professor of Law, School of Law and Justice, Adamas University, Barrackpore-Barasat Road, 24 Parganas North, Jagannathpur, Kolkata, West Bengal 700126

  • Introduction to Indian Knowledge System: Chapter 1 Review

    Recently, the All India Council of Technical Education (AICTE), introduced a mandatory course on the Indian Knowledge System (IKS) while revising the Engineering and Management Curricula in 2018. This is meant to help students gain awareness of their rich heritage and the wealth of knowledge produced by the Ancient Indians. This textbook responds to the growing need felt by Indian society at large for the Indians’ vast knowledge system to be included in the educational curriculum.

    This book is a great resource for students since it features detailed coverage of IKS topics. It contains a balance of explanations of concepts and their applications. The text also contains several endnotes in each chapter. These point towards the extensive authentic research undertaken to write this book. The text features Chapter Summaries before each chapter. These ensure the reader is informed of the learning outcomes to be expected from the chapter. They also shape the concept of the various IKS topics in the readers’ minds prior to further details. The text also features review questions for practice at the end of each chapter. These help keep track of important details as readers progress through the text.

    Another great feature of this book is the “learning outcomes” section in each chapter. This summarises the concepts readers can expect to learn about at the start of the chapter. The text contains illustrative diagrams and charts alongside many informative images and “fun fact” boxes. The “Discover IKS exercises” at the end of each chapter are noteworthy. These help students experientially discover the multi-faceted nature of IKS.

    This post aims to provide all those who are interested in knowing more with a small preview of what to expect from this book. We have written a detailed review of the first introductory chapter to help interested students and learners get a glimpse of what is in store for them.

    The chapter begins by explaining why it is important to improve our knowledge of IKS. This is done with the help of an ‘IKS in Action’ fact box. In this, the author discusses patents on products made with native Indian plants. The “fact box” provides the example of neem leaves that have been used as a pesticide in India for centuries. However, this great idea of using neem leaves has been utilised and patented by a US company.

    Another example provided is of two US researchers who had previously secured a patent. This was for the use of powdered turmeric for healing wounds. India’s Council of Scientific Research has successfully forced the US Patent and Trademark Office to revoke this patent. This is since Turmeric is a native Indian plant and India has been using it for centuries for wound healing and various other purposes. The Turmeric patent case makes it evident that our indigenous knowledge and the value of our culture are often easily neglected.

    Further, the author explains that India is a country with a long civilizational history. The author goes on to provide some historical background on IKS. In section “1.1 Importance of Ancient Knowledge,” the author discusses the practical and meaningful impact of IKS. The section contains a list of four prime factors which add to the importance of IKS which are:

    1. Identity: Knowing about IKS helps young Indians feel connected to their heritage. This, in turn, helps strengthen our sense of identity.
    2. Culture: From a social perspective, culture is important as it is a set of ideas and customs. The prevailing knowledge and literary traditions play a significant role in shaping our culture. If the underlying knowledge systems are abruptly withdrawn from society, the cultural practices will be rudely jolted.
    3. Received Wisdom: Ancient knowledge plays a valuable role in ‘received wisdom’. This is the continuity of thoughts and ideas passed down by previous generations. It also consists of ideas formed as a result of studying our history, heritage, and the culture of the past. This knowledge encourages the creation of new ideas and innovation. This is since modern cultures build upon the knowledge that is passed down to them.
    4. Economic value: The current global economy puts greater emphasis on knowledge. The economic value of knowledge is evident from the global intellectual property rights regulations and patent laws. Therefore, the ancient knowledge system will be beneficial to a country like India where we have a wealth of ancient scientific knowledge.

    Section “1.2 Defining Indian Knowledge System” is also noteworthy. The author breaks down the term “Indian Knowledge System”. This section clarifies for the reader what a knowledge system even means. It also comments on how India’s knowledge system is unique. The author explains each word within the term – Indian, Knowledge, and System. This is done to help students have a deep understanding of the term which is the subject of the book.

    This chapter also features a chart which neatly classifies literary and non-literary traditions in IKS. The table is compact and interconnected and illustrates the various sub-categories in IKS. The author also expands upon each category in an informative and concise way. This section is a particularly interesting read. There are several such tables paired with explanations of each category throughout the text. The chapter closes with some historical information on IKS to help place the concept within a context.

    Overall, this overview chapter can be commended for systematically elaborating upon the meaning, significance, and historicity of IKS.

    About the Authors

    B. MAHADEVAN, PhD (IIT Madras), is Professor at IIM Bangalore. As founding Vice-Chancellor of Chinmaya Vishwa Vidyapeeth (University for Sanskrit and Indic Traditions), he created a new generation of academic programs in the higher education space that seamlessly blends Ancient Indian Knowledge traditions with Contemporary Knowledge Systems.

    Besides being on the advisory boards of several business schools and management journals in India, Professor Mahadevan has been playing a very significant role in the field of Sanskrit and Samskriti for the past 20 years. These include:

    • Visioning and execution of Sanskrit promotion activities in India and abroad through a variety of roles in Samskrita Bharti, including being the President of Samskrita Bharati trust

    • Shaping the trajectory of Sanskrit educational space in the country by providing thought leadership initiatives involving Sanskrit University Vice Chancellors

    • Helping the Government in policy decision making through membership in Central Sanskrit Board and invited membership in Rashtriya Sanskrit Parishad

    • Introducing Sanskrit and Samskriti to mainstream audiences such as the Top Management of Corporate and Management graduates at IIMB through seminars, elective courses and lectures

    • Professor Mahadevan was conferred the ‘ICFAI Best Teacher Award’ by the Association of Indian Management Schools in 2005. He was one among the 40 nominated globally for the ‘Economic Intelligence Unit’s (EIU) Business Professor of the Year Award’, 2012.

     

    VINAYAK RAJAT BHAT, PhD, is Associate Professor in Chanakya University, Bengaluru. Earlier he has worked as an Assistant Professor and held the position of Head of the School of Vedic Knowledge Systems at Chinmaya Vishwa Vidyapeeth from the year 2017 to 2022. He has been teaching courses in Indic Knowledge Systems, Vyākarana, Āyurveda, Arthaśāstra for more than 11 years now. Dr. Bhat has been honoured with Abhijña, Kovida and Chūdamani in Vyākarana. He was trained under the guidance of the great scholars like Late Prof. R. Devanathan, Prof. B. Mahadevan, IIM Bangalore and Dr. Chandrashekhar Bhat, CSU.

    He was appointed as Specialist Sanskrit Advisor for a project on ‘Ayurvedic Man: Encounters with Indian Medicine’ by Welcome Collections, London. He has written many articles in different areas of Indian Knowledge Systems.

     

    NAGENDRA PAVANA R.N., PhD, is with the School of Vedic Knowledge Systems at Chinmaya Vishwa Vidyapeeth. Dr. Pavana has been teaching major works of Vyākaraṇa śāstra and allied subjects for more than fifteen years. He has also worked with Vyoma Linguistic Labs and contributed to developing e-learning tools for various topics of Sanskrit.

    Besides Sanskrit grammar, his other areas of interest are Sanskrit literature, aesthetics in Sanskrit Poetry, Indian philosophical systems, the Vedas and the Vedāṅgas.

  • Book Launch of our Introduction to Indian Knowledge System

    The All India Council for Technical Education (AICTE) hosted a book lauch event for PHI Learning’s new title Introduction to Indian Knowledge System on Monday, May 16 at the AICTE Auditorium, Delhi.

    The Union Minister of Education, Shri Dharmendra Pradhan launched the textbook at the event which hosted several senior dignitaries of AICTE and the Ministry of Education including Dr. Subhas Sarkar, Union Minister of State for Education. Our Chairman Mr. Asoke K. Ghosh and Managing Director Ms. Pushpita Ghosh were also present at the event. The program included a welcome address by Prof. A.D. Sahasrabudhe, Chairman, AICTE and Author, Dr. B. Mahadevan, IIM, Bangalore among others. A vote of thanks was provided by Prof. M P Poonia, Vice Chairman, AICTE. AICTE also nominated faculty members and students from their colleges to participate in the launch program.

    The AICTE has included a mandatory course on IKS to help students learn about their heritage. Currently, there are no textbooks available on the subject. Our latest title responds to the growing need felt by Indian society at large for Indian heritage to be included in the educational curriculum. The book is authored by B Mahadevan, IIM Bangalore professor in association with SVYASA, Bangalore, and Chinmaya Vishwavidyapeeth, Ernakulam. The text aims to meet the requirements of the curriculum in the new mandatory course on IKS. It also aims to align with the National Education Policy (NEP) 2020.

    Although the book was initially developed for engineering institutions, the contents easily address the requirement for such a book in other University systems (Liberal Arts, Medicine, Science and Management). The text is categorised into four parts. The first part is an introduction to IKS. The second part deals with concepts applicable to various domains of science and engineering. The third part is on science, engineering, and technology in IKS. The fourth deals with humanities and social sciences in IKS. Some unique features of this book include: “fun fact” boxes showing practical uses of IKS, rich illustrations, opening vignettes, preemptive summaries defining learning outcomes, endnotes which establish research authenticity, suggested readings and videos, chapter summaries, and end-of-chapter review questions.

    India’s sciences are based on fundamental principles, axioms, logical inferences, and empirical observations. The historical accounts of science in India are inadequate and need to grow beyond the colonial lens. This newly released IKS textbook aims to provide students with an opportunity to reconnect with the past and enable them to carry out multidisciplinary research.

    Addressing the event, Shri Dharmendra Pradhan was saying that he was thrilled that the Indian Knowledge System has been placed within an academic framework with the help of this new textbook by PHI Learning. Shri Pradhan was speaking about the global footprint of Indian knowledge, culture, philosophy and spirituality. He was saying that our ancient heritage is full of valuable knowledge which is still relevant in the modern world and must be preserved and documented. The Minister said that solutions to many of the world’s problems lie in the Indian Knowledge System.

    Dr. Subhas Sarkar spoke about the educational value of the ancient Indian Knowledge Systems. He was discussing examples from Ayurveda, construction of ships in ancient times, aircraft knowledge, architecture of Indus Valley Cities, and political science which existed in ancient India. He was expressing his appreciation for the book which contains discussions on all these topics. Shri Sarkar also spoke about how conserving and strengthening one’s roots and knowing about one’s heritage is vital for the upliftment of any individual.

    Watch the full video at https://www.youtube.com/watch?v=8Ik6SUxX6Ts