Friday, 5 September 2014

5 September-Teachers Day(Sarvepalli Radhakrishnan) :) :-Wish You All Happy Teachers Day

5 September- Teachers Day :)


Wish You All Happy Teachers Day :)


God Bless All Teachers Who Are Rely Doing His Work Truly As A God.
Because After God...Teachers Are Making Us For Future...They Always teach About How There Students Fight With His Bad Time...and How they Will Success in His Life.

"My Opinion about current teachers is that approx 85% teachers are here only for just as job because they are failed to his own sector where he want to be."...But i think it's great gift to him from god because now they have great opportunity to make India And there Student...God Bless you all also who are here by mistake...be +ve and do something different from other 15%...That's It...

At Last:

गुरुर्ब्रह्मा गुरुर्विष्णुर्गुरुर्देवो महेश्वरः ।
गुरुरेव परं ब्रह्म तस्मै श्रीगुरवे नमः ॥१॥

Gurur-Brahmaa Gurur-Vissnnur-Gururdevo Maheshvarah |
Gurure[-I]va Param Brahma Tasmai Shrii-Gurave Namah ||1||


Sarvepalli Radhakrishnan


For other uses, see Radhakrishnan (disambiguation).
Sarvepalli Radhakrishnan Bharat Ratna
Radhakrishnan.jpg
2nd President of India
In office
13 May 1962 – 13 May 1967
Prime Minister Jawaharlal Nehru Gulzarilal Nanda (Acting) Lal Bahadur Shastri Gulzarilal Nanda (Acting) Indira Gandhi
Vice President Zakir Hussain
Preceded by Rajendra Prasad
Succeeded by Zakir Hussain
Vice-President of India
In office
13 May 1952 – 12 May 1962
President Rajendra Prasad
Preceded by Position established
Succeeded by Zakir Hussain
Personal details
Born 5 September 1888 Thiruttani, Madras Presidency, British India
(now in Tamil Nadu, India)
Died 17 April 1975 (aged 86) Madras, Tamil Nadu, India
(now Chennai)
Nationality Indian
Political party Independent
Spouse(s) Sivakamu, Lady Radhakrishnan
Children Five daughters
One son
Alma mater Voorhees College University of Madras
Profession Philosopher
professor
Religion Hinduism
Sarvepalli Radhakrishnan About this sound listen (help·info)); (5 September 1888 – 17 April 1975) was an Indian philosopher and statesman[1] who was the first Vice-President of India (1952–1962) and the second President of India from 1962 to 1967.[web 1]
One of India's best and most influential twentieth-century scholars of comparative religion and philosophy,[2][web 2] his academic appointments included the King George V Chair of Mental and Moral Science at the University of Calcutta (1921–1932) and Spalding Professor of Eastern Religion and Ethics at University of Oxford (1936–1952).
His philosophy was grounded in Advaita Vedanta, reinterpreting this tradition for a contemporary understanding.[web 2] He defended Hinduism against "uninformed Western criticism",[3] contributing to the formation of contemporary Hindu identity.[4] He has been influential in shaping the understanding of Hinduism, in both India and the west, and earned a reputation as a bridge-builder between India and the West.[5]
Radhakrishnan was awarded several high awards during his life, including the Bharat Ratna, the highest civilian award in India, in 1954, and honorary membership of the British Royal Order of Merit in 1963. Radhakrishnan believed that "teachers should be the best minds in the country". Since 1962, his birthday is celebrated in India as Teachers' Day on 5 September.[web 3]


Biography

Early life and education

Sarvepalli Radhakrishnan was born in a Telugu Brahmin family at a village near Thiruttani India, in Tamil Nadu near the border of Andhra Pradesh and Tamil Nadu states. His father's name was Sarvepalli Veeraswami[web 4] and his mother's was Sitamma.[web 4] His early years were spent in Tiruttani and Tirupati. His father was a subordinate revenue official in the service of a local zamindar (landlord). His primary education was at Primary Board High School at Tiruttani. In 1896 he moved to the Hermansburg Evangelical Lutheran Mission School in Tirupati.[6]

Education

Radhakrishnan was awarded scholarships throughout his academic life. He joined Voorhees College in Vellore but switched to the Madras Christian College at the age of 17. He graduated from there in 1906 with a Master's degree in Philosophy, being one of its most distinguished alumni.[7]
Radhakrishnan studied philosophy by chance rather than choice. Being a financially constrained student, when a cousin who graduated from the same college passed on his philosophy textbooks in to Radhakrishnan, it automatically decided his academic course.[8][9]
Radhakrishnan wrote his thesis for the M.A. degree on "The Ethics of the Vedanta and its Metaphysical Presuppositions".[10] It "was intended to be a reply to the charge that the Vedanta system had no room for ethics."[11] He was afraid that this M.A. thesis would offend his philosophy professor, Dr. Alfred George Hogg. Instead, Hogg commended Radhakrishnan on having done most excellent work.[citation needed] Radhakrishnan's thesis was published when he was only 20. According to Radhakrishnan himself, the criticism of Hogg and other Christian teachers of Indian culture "disturbed my faith and shook the traditional props on which I leaned."[11] Radhakrishnan himself describes how, as a student,
The challenge of Christian critics impelled me to make a study of Hinduism and find out what is living and what is dead in it. My pride as a Hindu, roused by the enterprise and eloquence of Swami Vivekananda, was deeply hurt by the treatment accorded to Hinduism in missionary institutions.[3]
This led him to his critical study of Indian philosophy and religion,[11] and a lifelong defence of Hinduism against "uninformed Western criticism".[3]

Marriage

Radhakrishnan was married to Sivakamu,[note 1] a distant cousin, at the age of 16.[12] As per tradition the marriage was arranged by the family. The couple had five daughters and a son, Sarvepalli Gopal. Sarvepalli Gopal went on to a notable career as a historian. Sivakamu died in 1956. They were married for over 51 years.[web 5]

Academic career

hand made portrait of Mr. President.
Sarvepalli Radhakrishnan drawn by Bujjai and signed by Radhakrishnan in Telugu as "Radhakrishnaiah".
In April 1909, Sarvepalli Radhakrishnan was appointed to the Department of Philosophy at the Madras Presidency College. Thereafter, in 1918, he was selected as Professor of Philosophy by the University of Mysore, where he taught at its Maharaja's College, Mysore. [web 6][13] By that time he had written many articles for journals of repute like The Quest, Journal of Philosophy and the International Journal of Ethics. He also completed his first book, The Philosophy of Rabindranath Tagore. He believed Tagore's philosophy to be the "genuine manifestation of the Indian spirit". His second book, The Reign of Religion in Contemporary Philosophy was published in 1920.
In 1921 he was appointed as a professor in philosophy to occupy the King George V Chair of Mental and Moral Science at the University of Calcutta. He represented the University of Calcutta at the Congress of the Universities of the British Empire in June 1926 and the International Congress of Philosophy at Harvard University in September 1926. Another important academic event during this period was the invitation to deliver the Hibbert Lecture on the ideals of life which he delivered at Harris Manchester College, Oxford in 1929 and which was subsequently published in book form as An Idealist View of Life.
In 1929 Radhakrishnan was invited to take the post vacated by Principal J. Estlin Carpenter at Harris Manchester College. This gave him the opportunity to lecture to the students of the University of Oxford on Comparative Religion. For his services to education he was knighted by George V in the June 1931 Birthday Honours,[web 7] and formally invested with his honour by the Governor-General of India, the Earl of Willingdon, in April 1932.[web 8] However, he ceased to use the title after Indian independence,[14]:9 preferring instead his academic title of 'Doctor'.
He was the Vice-Chancellor of Andhra University from 1931 to 1936. In 1936 Radhakrishnan was named Spalding Professor of Eastern Religions and Ethics at the University of Oxford, and was elected a Fellow of All Souls College. In 1939 Pt. Madan Mohan Malaviya invited him to succeed him as the Vice-Chancellor of Banaras Hindu University (BHU).[15] He served as its Vice-Chancellor till January 1948.

Political career

See also: British Raj, Indian independence movement and Indian Independence
Radhakrishnan started his political career "rather late in life",[16] after his successful academic career.[16] His international authority preceded his political career.[3] In 1931 he was nominated to the League of Nations Committee for International Cooperation, whereafter "in Western eyes he was the recognized Hindu authority on Indian ideas and a persuasive interpreter of the role of Eastern institutions in contemporary society."[3] When India became independent in 1947, Radhakrishnan represented India at UNESCO (1946–52) and was later Ambassador of India to the Soviet Union, from 1949 to 1952. He was also elected to the Constituent Assembly of India. Radhakrishnan was elected as the first Vice-President of India in 1952,[web 5] and elected as the second President of India (1962–1967).
Radhakrishnan did not have a background in the Congress Party, nor was he active in the struggle against British rule.[3] His motivation lay in his pride of Hindu culture, and the defence of Hinduism against "uninformed Western criticism".[3] According to Brown,
He had always defended Hindu culture against uninformed Western criticism and had symbolized the pride of Indians in their own intellectual traditions.[3]

Teachers' Day

When he became the President, some of his students and friends requested him to allow them to celebrate his birthday, 5 September. He replied,
"Instead of celebrating my birthday, it would be my proud privilege if 5 September is observed as Teachers' Day."
His birthday has since been celebrated as Teachers' Day in India.[web 9]

Charity

Along with Ghanshyam Das Birla and some other social workers in the pre-independence era, Radhakrishnan formed the Krishnarpan Charity Trust.

As President of India, Radhakrishnan made 11 state visits including visits to both the US and the USSR.[web 10]

Philosophy

Radhakrishnan tried to bridge eastern and western thought,[17] defending Hinduism against "uninformed Western criticism",[3] but also incorporationg Western philosophical and religious thought.[18]

Advaita Vedanta

Radhakrishnan was one of the most prominent spokesman of Neo-Vedanta.[19][20][21] His metaphysics was grounded in Advaita Vedanta, but he reinterpreted Advaita Vedanta for a contemporary understanding.[web 2] He acknowledged the reality and diversity of the world of experience, which he saw as grounded in and supported by the absolute or Brahman.[web 2][note 2] Radhakrishnan also reinterpreted Shankara's notion of maya. According to Radhakrishnan, maya is not a strict absolute idealism, but "a subjective misperception of the world as ultimately real."[web 2]

Intuition and religious experience

See also: Mystical experience and Religious experience
"Intuition", or anubhava,[web 2] synonymously called "religious experience",[web 2] has a central place in Radhakrishnan's philosophy as a source of knowledge which is not mediated by conscious thought.[18] His specific interest in experience can be traced back to the works of William James (1842–1910), Francis Herbert Bradley (1846–1924), Henri Bergson (1859–1941), and Friedrich von Hügel (1852–1925),[18] and to Vivekananda,[23] who had a strong influence on Radhakrisnan's thought.[24] According to Radhakrishnan, intuition is of a self-certifying character (svatassiddha), self-evidencing (svāsaṃvedya), and self-luminous (svayam-prakāsa).[web 2] In his book An Idealist View of Life, he made a powerful case for the importance of intuitive thinking as opposed to purely intellectual forms of thought.[web 11] According to Radhakrishnan, intuition plays a specific role in all kinds of experience.[web 2] Radhakrishnan discernes five sorts of experience:[web 2]
  1. Cognitive Experience:
    1. Sense Experience
    2. Discursive Reasoning
    3. Intuitive Apprehension
  2. Psychic Experience
  3. Aesthetic Experience
  4. Ethical Experience
  5. Religious Experience

Classification of religions

For Radhakrishnan, theology and creeds are intellectual formulations, and symbols of religious experience or "religious intuitions".[web 2] Radhakrishnan qualified the variety of religions hierarchically according to their apprehension of "religious experience", giving Advaita Vedanta the highest place:[web 2][note 3]
  1. The worshippers of the Absolute
  2. The worshippers of the personal God
  3. The worshippers of the incarnations like Rama, Kṛṣṇa, Buddha
  4. Those who worship ancestors, deities and sages
  5. The worshippers of the petty forces and spirits
Radhakrishnan saw Hinduism as a scientific religion based on facts, apprehended via intuition or religious experience.[web 2] According to Radhakrishnan, "[i]f philosophy of religion is to become scientific, it must become empirical and found itself on religious experience".[web 2] He saw this empiricism exemplified in the Vedas:
The truths of the ṛṣis are not evolved as the result of logical reasoning or systematic philosophy but are the products of spiritual intuition, dṛṣti or vision. The ṛṣis are not so much the authors of the truths recorded in the Vedas as the seers who were able to discern the eternal truths by raising their life-spirit to the plane of universal spirit. They are the pioneer researchers in the realm of the spirit who saw more in the world than their followers. Their utterances are not based on transitory vision but on a continuous experience of resident life and power. When the Vedas are regarded as the highest authority, all that is meant is that the most exacting of all authorities is the authority of facts.[web 2]
To Radhakrishnan, Advaita Vedanta was the best representative of Hinduism, as being grounded in intuition, in contrast to the "intellectually mediated interpretations"[web 2] of other religions.[web 2][note 4] He objected against charges of "quietism"[note 5] and "world denial",[30] instead stressing the need and ethic of social service,[30] giving a modern interpretation of classical terms as tat-tvam-asi.[31] According to Radhakrishnan, Vedanta offers the most direct intuitive experience and inner realisation, which makes it the highest form of religion:
The Vedanta is not a religion, but religion itself in its most universal and deepest significance.[web 2]
Radhakrishnan saw other religions, "including what Radhakrishnan understands as lower forms of Hinduism,"[web 2] as interpretations of Advaita Vedanta, thereby Hindusizing all religions.[web 2]
Although Radhakrishnan was well-acquainted with western culture and philosophy, he was also critical of them. He stated that Western philosophers, despite all claims to objectivity, were influenced by theological influences of their own culture.[32]

Influence

Radhakrishnan was one of India's best and most influential twentieth-century scholars of comparative religion and philosophy,[2][web 2]
Radhakrishnan's defence of the Hindu traditions has been highly influential,[33] both in India and the western world. In India, Radhakrishnan's ideas contributed to the formation of India as a nation-state.[34] Radhakrishnan's writings contributed to the hegemonic status of Vedanta as "the essential worldview of Hinduism".[35] In the western world, Radhakrishnan's interpretations of the Hindu tradition, and his emphasis on "spiritual experience", made Hinduism more readily accessible for a western audience, and contributed to the influence Hinduism has on modern spirituality:
In figures such as Vivekananda and Radhakrishnan we witness Vedanta traveling to the West, were it nourished the spiritual hunger of Europeans and Americans in the early decades of the twentieth century.[35]

Appraisal

Radhakrishnan has been highly appraised. According to Paul Artur Schillp:
Nor would it be possible to find a more excellent example of a living "bridge" between the East and the West than Professor Radhakrishnan. Steeped, as Radhakrishnan has been since his childhood, in the life, traditions, and philosophical heritage of his native India, he has also struck deep roots in Western philosophy, which he has been studying tirelessly ever since his undergraduate college-days in Madras Christian College, and in which he is as thoroughly at home as any Western philosopher.[36]
And according to Hawley:
Radhakrishnan's concern for experience and his extensive knowledge of the Western philosophical and literary traditions has earned him the reputation of being a bridge-builder between India and the West. He often appears to feel at home in the Indian as well as the Western philosophical contexts, and draws from both Western and Indian sources throughout his writing. Because of this, Radhakrishnan has been held up in academic circles as a representative of Hinduism to the West. His lengthy writing career and his many published works have been influential in shaping the West's understanding of Hinduism, India, and the East.[web 2]

Criticism and context

Radhakrishnan's ideas have also received criticism and challenges, for their perennialist[19][37] and universalist claims,[38][39] and the use of an East-West dichotomy.[web 2]

Perennialism

Main article: Perennial philosophy
According to Radhakrishnan, there is not only an underlying "divine unity"[37] from the seers of the Upanishads up to modern Hindus like Tagore and Gandhi,[37] but also "an essential commonality between philosophical and religious traditions from widely disparate cultures."[19] This is also a major theme in the works of Rene Guenon, the Theosophical Society, and the contemporary popularity of eastern religions in modern spirituality.[19][18][40] Since the 1970s, the Perennialist position has been criticised for its essentialism.[18][40] Social-constructionists give an alternative approach to religious experience, in which such "experiences" are seen as being determined and mediated by cultural determants:[18][40][note 6] As Michaels notes:
Religions, too, rely not so much on individual experiences or on innate feelings – like a sensus numinosus (Rudolf Otto) – but rather on behavioral patterns acquired and learned in childhood.[41]
Rinehart also points out that "perennialist claims notwithstanding, modern Hindu thought is a product of history",[37] which "has been worked out and expressed in a variety of historical contexts over the preceding two hundreds years."[37] This is also true for Radhakrishan, who was educated by missionaries[42] and, like other neo-Vedantins used the prevalent western understanding of India and its culture to present an alternative to the western critique.[19][43]

Universalism, communalism and Hindu nationalism

According to Richard King, the elevation of Vedanta as the essence of Hinduism, and Advaita Vedanta as the "paradigmatic example of the mystical nature of the Hindu religion"[44] by colonial Indologists but also neo-Vedantins served well for the Hindu nationalists, who further popularised this notion of Advaita Vedanta as the pinnacle of Indian religions.[45] It
...provided an opportunity for the construction of a nationalist ideology that could unite Hindus in their struggle against colonial oppression.[46]
This "opportunity" has been criticised. According to Sucheta Mazumdar and Vasant Kaiwar,
... Indian nationalist leaders continued to operate within the categorical field generated by politicized religion [...] Extravagant claims were made on behalf of Oriental civilization. Sarvepalli Radhakrishnan's statement – "[t]he Vedanta is not a religion but religion itself in its "most universal and deepest significance" – is fairly typical.[38]
Rinehart also criticises the inclusivism of Radhakrishnan's approach, since it provides "a theological scheme for subsuming religious difference under the aegis of Vedantic truth."[39][note 7] According to Rinehart, the consequence of this line of reasoning is communalism,[39] the idea that "all people belonging to one religion have common economic, social and political interests and these interests are contrary to the interests of those belonging to another religion."[web 12] Rinehart notes that Hindu religiosity plays an important role in the nationalist movement,[39] and that "the neo-Hindu discource is the unintended consequence of the initial moves made by thinkers like Rammohan Roy and Vivekananda."[39] Yet Rinehart also points out that it is
...clear that there isn't a neat line of causation that leads from the philosophies of Rammohan Roy, Vivekananda and Radhakrishnan to the agenda of [...] militant Hindus.[47][note 8]

Post-colonialism

Main articles: Orientalism and Post-colonialism
Colonialism left deep traces in the hearts and minds of the Indian people, influencing the way they understood and represented themselves.[19] The influences of "colonialist forms of knowledge"[web 2] can also be found in the works of Radhakrishnan. According to Hawley, Radhakirshnan's division between East and West, the East being spiritual and mystical, and the West being rational and dogmatical,
...accept and perpetuate orientalist and colonialist forms of knowledge constructed during the 18th and 19th centuries. Arguably, these characterizations are "imagined" in the sense that they reflect the philosophical and religious realities of neither "East' nor West."[web 2]
Since the 1990s, the colonial influences on the 'construction' and 'representation' of Hinduism have been the topic of debate among scholars of Hinduism[51] Western Indologists are trying to come to more neutral and better-informed representations of India and its culture, while Indian scholars are trying to establish forms of knowledge and understanding which are grounded in and informed by Indian traditions, instead of being dominated by western forms of knowledge and understanding.[51][note 9]

Awards and honours

  • 1931: appointed a knight bachelor in 1931,[web 7] although he ceased to use the title "sir" after India attained independence.[52]
  • 1938: elected person of the British Academy.
  • 1954: The Bharat Ratna, the highest civilian award in India.[web 3]
  • 1954: German "Order pour le Merite for Arts and Science"[web 13]
  • 1961: the Peace Prize of the German Book Trade.
  • 1962: Institution of Teacher's Day in India, yearly celebrated at 5 September, Radhakrishnan's birthday, in honour of Radhakrishnan's believe that "teachers should be the best minds in the country".[web 3]
  • 1963: the British Royal Order of Merit, awarded by Queen Elizabeth II.
  • 1968: Sahitya Akademi fellowship,The highest honour conferred by the Sahitya Akademi on a writer(he is the first person to get this award)
  • 1975: the Templeton Prize in 1975, a few months before his death, for advocating non-aggression and conveying "a universal reality of God that embraced love and wisdom for all people."[web 14][note 10] He donated the entire amount of the Templeton Prize to Oxford University.
  • 1989: institution of the Radhakrishnan Scholarships by Oxford University in the memory of Radhakrishnan. The scholarships were later renamed the "Radhakrishnan Chevening Scholarships".[53]

Quotes

  • "It is not God that is worshipped but the authority that claims to speak in His name. Sin becomes disobedience to authority not violation of integrity."[54]
  • "Reading a book gives us the habit of solitary reflection and true enjoyment."[55]
  • "When we think we know, we cease to learn."[56]
  • "A literary genius, it is said, resembles all, though no one resembles him."[57]
  • "There is nothing wonderful in my saying that Jainism was in existence long before the Vedas were composed."[58]

Bibliography

Works by Radhakrishnan

  • Indian Philosophy (1923) Vol.1, 738 pages. Vol 2, 807 pages. Oxford University Press.
  • The Hindu View of Life (1926), 92 pages
  • An Idealist View of Life (1929), 351 pages
  • Eastern Religions and Western Thought (1939), Oxford University Press, 396 pages
  • Religion and Society (1947), George Allen and Unwin Ltd., London, 242 pages
  • The Bhagavadgītā: with an introductory essay, Sanskrit text, English translation and notes (1948), 388 pages
  • The Dhammapada (1950), 194 pages, Oxford University Press
  • The Principal Upanishads (1953), 958 pages, HarperCollins Publishers Limited
  • Recovery of Faith (1956), 205 pages
  • A Source Book in Indian Philosophy (1957), 683 pages, Princeton University Press
  • Religion, Science & Culture (1968), 121 pages

Biographies and monographs on Radhakrishnan

Several books have been published on Sarvepalli Radhakrishnan:

See also

Notes

  1. Radhakrishnan's wife's name is spelled differently in different sources. It is spelled Sivakamu by Sarvepalli Gopal (1989); Sivakamuamma by Mamta Anand (2006); and still differently by others.[citation needed]
  2. Neo-Vedanta seems to be closer to Bhedabheda-Vedanta than to Shankara's Advaita Vedanta, with the acknowledgement of the reality of the world. Nicholas F. Gier: "Ramakrsna, Svami Vivekananda, and Aurobindo (I also include M.K. Gandhi) have been labeled "neo-Vedantists," a philosophy that rejects the Advaitins' claim that the world is illusory. Aurobindo, in his The Life Divine, declares that he has moved from Sankara's "universal illusionism" to his own "universal realism" (2005: 432), defined as metaphysical realism in the European philosophical sense of the term."[22]
  3. This qualification is not unique to Radhakrishnan. It was developed by nineteenth-century Indologists,[25][26] and was highly influential in the understanding of Hinduism, both in the west and in India.[19][27]
  4. Anubhava is a central term in Shankara's writings. According to several modern interpretators, especially Radakrishnan, Shankara emphasises the role of personal experience (anubhava) in ascertaining the validity of knowledge.[28] Yet, according to Rambacham himself, sruti, or textual authority, is the main source of knowledge for Shankara.[23]
  5. Sweetman: "[T]he supposed quietist and conservative nature of Vedantic thought"[29]
  6. See, especially, Steven T. Katz:
    • Mysticism and Philosophical Analysis (Oxford University Press, 1978)
    • Mysticism and Religious Traditions (Oxford University Press, 1983)
    • Mysticism and Language (Oxford University Press, 1992)
    • Mysticism and Sacred Scripture (Oxford University Press, 2000)
  7. Rinehart: "Though neo-Hindu authors prefer the idiom of tolerance to that of inclusivism, it is clear that what is advocated is less a secular view of toleration than a theological scheme for subsuming religious difference under the aegis of Vedantic truth. Thus Radhakrishnan's view of experience as the core of religious truth effectively leads to harmony only when and if other religions are willing to assume a position under the umbrella of Vedanta. We might even say that the theme of neo-Hindu tolerance provided the Hindu not simply with a means to claiming the right to stand alongside the other world religions, but with a strategy for promoting Hinduism as the ultimate form of religion itself."[39]
  8. Neither is Radhakrishnan's "use" of religion in the defence of Asian culture and society against colonialism unique for his person, or India in general. The complexities of Asian nationalism are to be seen and understood in the context of colonialism, modernisation and nation-building. See, for example, Anagarika Dharmapala, for the role of Theravada Buddhism in Sri Lankese struggle for independence,[48] and D.T. Suzuki, who conjuncted Zen to Japanese nationalism and militarism, in defence against both western hegemony and the pressure on Japanese Zen during the Meiji Restoration to conform to Shinbutsu Bunri.[49][50]
  9. Sweetman mentions:
    See also Postcolonialism and Mrinal Kaud, The “Pizza Effect” in Indian Philosophy
  10. "Sir Sarvepalli Radhakrishnan was President of India from 1962 to 1967. An Oxford Professor of Eastern Religions and Ethics, he consistently advocated non-aggression in India's conflicts with neighbouring Pakistan. His accessible writings underscored his country's religious heritage and sought to convey a universal reality of God that embraced love and wisdom for all people."[web 14]


Teachers' Day




In many countries, Teachers' Days (or Teachers Day) are intended to be special days for the appreciation of teachers, and may include celebrations to honour them for their special contributions in a particular field area, or the community in general. The date on which Teachers' day is celebrated varies from country to country. Teachers' days are distinct from World Teachers' Day which is officially celebrated across the world on October 5.[1]


History

The idea of celebrating Teachers' Day took ground in many countries during the 20th century; in most cases, they celebrate a local educator or an important milestone in education (for example, Argentina commemorates Domingo Faustino Sarmiento's death on September 11 since 1915,[2] while India celebrates Dr. Sarvepalli Radhakrishnan's birthday on September 5 since 1962[3]). This is the primary reason why countries celebrate this day on different dates, unlike many other International Days.

By country

Country Date of Teachers' Day Notes
Afghanistan Oct 5 Schools have a holiday, but students and teachers gather to celebrate at schools with special traditional food, cookies, music and presents for the teachers
Albania March 7 In 1887, the first secular school which taught lessons in Albanian was opened on this day in the small city of Korçë. All schools had previously functioned under the supervision of the Catholic Church in northern and middle Albania; the Orthodox Church in the south did not allow any Albanian schools.
Algeria February 28
Argentina September 11 To honour the memory & work of Domingo Faustino Sarmiento, who died on this date in 1888, in Asuncion, Paraguay.
Armenia October 5 Until quite recently, Armenia celebrated the Teacher's Day on the first Sunday of October. But under a parliament decision to amend the law on the Republic of Armenia Holidays and Commemoration Days, the holiday was shifted to October 5.[4]
Australia Last Friday in October On Australia’s celebration of World Teachers’ Day, the NEiTA Foundation and the Australian Scholarships Group (ASG) is proud to announce the national teaching recipients of the ASG Community Merit Awards. World Teachers’ Day was started by UNESCO and is celebrated in more than 100 countries around the world each year. On its 40th anniversary this year, it represents a significant token of the awareness, understanding and appreciation displayed for the contribution that teachers make to education.
Azerbaijan October 5 Between 1965 and 1994, the first Sunday of October. Since 1994, on October 5, it has coincided with the World Teachers' Day (est. 1994 by UNESCO).
Bangladesh October 4 Schools don't have a holiday if it's not a weekly one. Students greet teacher and often send cards and presents. Teachers usually don't teach them from the books, those who do this share their experiences with the students. Students often try to surprise their teachers with anything they can think of.
Belarus First Sunday of October
Brunei Darussalam September 23 To commemorate the birth date of the 28th ruler of Brunei, Sultan Omar Ali Saifuddien III, also known as the 'Architect of Modern Brunei' who amongst others had emphasized the importance of education to his subjects by introducing a policy of 'free' education whereby the citizens are charged very nominal fees for attending schools. This policy has now been followed by the current 29th ruler who has since extended the policy further.
Bhutan May 2 Established and marked on the birth anniversary of the third King of Bhutan, Jigme Dorji Wangchuck, who introduced modern education to the country.
Bolivia June 6
Brazil October 15 A decree regulating the elementary schools in Brazil. The celebration gained popularity throughout the country, and October 15 was officially designated Teachers' Day in 1963.
Bulgaria October 5 On 29.09.2006, October 5 was recognised as Teacher's Day by the government.[5]
Cameroon October 5 Teachers in Cameroon on Tuesday October 5, 2010 joined the rest of their peers worldwide to celebrate the 17th edition of the World Teachers Day. Placed under the theme, “Nation building passes through teachers”, the day served as an opportunity to pay homage to teachers who toil, sometimes under not-so-comfortable conditions, to build the capacities of human resources for the socio-economic development of the country. Commemorative activities in Yaounde that began in September 29 with educative talks at the Lycée Général Leclerc had round off on Tuesday at the Wada multi-purpose sports complex.
Canada October 5
Chile October 16 In 1967, September 11 was chosen as "Día del Maestro" ("Teacher's Day"). The date was moved to December 10 in 1975, because on that day in 1945, the Chilean poet Gabriela Mistral received the Nobel Prize. In 1977, the date was renamed to "Día del Profesor" (also "Teacher's Day") and was moved again, to October 16, to honour the founding of the Colegio de Profesores de Chile (Teachers' Association of Chile).[6]
Colombia May 15 This day marks the appointment of San Juan Bautista de la Salle as the patron of teachers. In 1950, Pope Pius XII granted his approval of La Salle as patron of teachers for championing the causes of modern education. The holy founder understood the education of children as the obligation of all. Usually the schools of his time (1651–1719) only accepted young people studying towards politics or diplomacy. Juan Bautista outlined the principles of free and universal education. That same year in Colombia, the President of the Republic declared that date as Teachers' Day.
Costa Rica November 22
China September 10 In the People's Republic of China (PRC), there are some activities for students to show their appreciation to teachers, such as presenting gifts, including cards and flowers. In addition, many former students will go back to their old middle schools and high schools to give presents to their old teachers. The government first proclaimed Teachers' Day in 1985, but has never clearly explained why it should fall on September 10. Some people believe it was an arbitrary choice and have proposed to change it to September 28, which is believed to be Confucius's birthday. On Sep. 5, 2013, the State Council announced a legislative draft endorsing the change. If adopted, it would effectively make mainland China and Taiwan share the same Teachers' Day beginning in 2014. Taiwan has observed September 28 as Teachers' Day since the 1950s.[7]
Czech Republic March 28 The birthday of John Amos Comenius. Czech students nominate the teachers whose approach most motivates and inspires them to the competition Zlatý Ámos (Golden Amos). The coronation of "Golden Amos" take place yearly on March 28.[8][9]
Ecuador April 13 Celebrated on this date in honour of Juan Montalvo, an Ecuadorian teacher who planted the seeds of development in young minds.
Egypt February 28
El Salvador June 22 Observed as a national holiday.[10][11]
Estonia October 5 In Estonia last class students grant leave to teachers by conducting lessons themselves.
Germany October 5
Greece January 30 Derived from the Eastern Orthodox faith when the Three Holy Hierarchs and Ecumenical Teachers (Basil the Great, Gregory the Theologian and John Chrysostom) are commemorated.
Guatemala June 25 A celebration in honour of the teacher Maria Chinchilla who died during a violent riot in protest against the government.
Honduras September 17 Celebration in honour of the life of José Trinidad Reyes
Hong Kong September 10[citation needed] Before the transfer of sovereignty of Hong Kong in 1997, Teachers' Day was on September 28. After the handover to the People's Republic of China, the day was changed to September 10, which is when the PRC celebrates the holiday.[citation needed]
Hungary First Sunday of June
India September 5 The birthdate, [5 September 1888], of the second President of India, academic philosopher Dr. Sarvepalli Radhakrishnan. It is considered a "celebration" day, where teachers and students report to school as usual but the usual activities and classes are replaced by activities of celebration, thanks and remembrance. At some schools on this day, the responsibility of teaching is taken up by the senior students to show appreciation for their teachers. Students celebrate by bringing cakes, candles, gifts,and many more. In Karnataka State, this day is called as "Shikshakara Dinacharane" in Kannada.
In Andhra Pradesh state, this day is called as "Guru Pujothsavam" in Telugu.
in Tamil Nadu State, this day is called "Aasiriyar dhinam" which literally means Teachers day in Tamil.
Another day set aside for commemorating teachers in India and Nepal is Guru Purnima, also called 'Ashad sukla purnima'. It typically falls in mid-July.
Indonesia November 25 National Teachers' Day is commemorated on the same day as the formation of the Indonesian Teachers' Association, the PGRI. National Teachers' Day is not a holiday, but it is celebrated by having a ceremonial activity in recognition of certain teachers, headmasters and other school staff.
Iran May 2 Commemorating the martyrdom of Abulhassan Khan'ali, a teacher who was shot dead in a meeting in front of National Parliament during the Mohammad Rezā Shāh era on May 2, 1961. Later the Islamic Republic government changed it to commemorate the martyrdom of Dr. Morteza Motahhari on May 2, 1979.
Israel 23 Kislev
Jamaica May 6 Teachers' Day is normally celebrated on May 6 or the first Wednesday in May.[12] In celebration of Teachers' Day, it is common for students and parents to bring teachers gifts. In addition, most schools are closed early (half-day).
Jordan February 28
Laos October 7
Latvia The first Sunday of October.[13] In fact, within schools, Teacher's day is celebrated on 1st Friday of October. Usually, part of classes that date are canceled or conducted by elder grade pupil, while teachers are greeted.
Lebanon March 9 Between March 3 and March 9.
Libya February 28
Lithuania October 5 Between 1965 and 1994, the first Sunday of October. Since 1994, on October 5, to coincide with the World Teachers' Day (est. 1994 by UNESCO).
Macedonia October 5
Malaysia May 16 This date was chosen because on the same day in 1956, the Federal Legislative Council of the Federation of Malaya endorsed the Razak Report, one of four reports of the Education Committee regarding education in Malaysia. The document, known as the Razak Report after Tun Abdul Razak who was Education Minister at the time, has been the basis of education in Malaysia ever since. Although it is not an official school holiday, celebrations are usually held on May 16, or earlier, if it falls on a Saturday or Sunday.
Maldives October 5 On October 5 Schools in Maldives celebrate teachers day with many activities, among them children and students will give parcels and gifts to teachers.
Mauritius October 5
Mexico May 15 On May 15 (known as Dia Del Maestro) schools in Mexico are supposed to stop normal activities and organize cultural events that promote the importance and dignity of the teachers’ role in society. In reality some schools operate as usual and others take the day off. The first Teacher’s Day was celebrated on May 15, 1918. The date of May 15 was proposed at the Mexican Congress on September 27, 1917, approved on October 29, 1917 and published on December 5, 1917. There are several possible origins for choosing this date. The first one mentions that in the city of San Luis Potosí every May 15, a group of students gathered to celebrate the birthday of their old teacher Isidore. This teacher was named after Saint Isidore the Laborer, following the Mexican tradition of naming children according the Saint celebrated the day they were born. The second origin considers the celebration of a historic event in the city of Querétaro on May 15, 1867.[14]
Republic of Moldova October 5
Mongolia First weekend of February
Morocco February 28
Nepal Full moon day of nepali month Ashad The full moon day is also called 'Ashad sukla purnima' and the day usually falls in mid-July. Teacher's day is called "Guru Purnima" in Nepali, where "Guru" means teacher and "Purnima" means "Full Moon". Celebrating "Guru Purnima" is very old tradition and it is related with ancient Hindu tradition. Among Hindus, the person who teaches "Mantras" during "Bratabandh ceremony" is considered as the real "Guru". Students pay homage to the teachers, offer them foods and flowers and receive blessings from the teacher. "Gurudevo bhava" a Sanskrit phrase meaning "Be a person for whom the teacher is God" is still widely accepted. Teachers are given the highest degree of respect.
Netherlands October 5[15]
New Zealand October 29 In 2010 teachers were encouraged to march against recent cuts in government funding by marching in Auckland on Sunday 31st.
Oman February 28
Pakistan October 5 It recognizes the importance of teachers and attributes progress to the quality of teachers in Pakistan's Educational System.
Panama December 1 To commemorate the birth date of Manuel José Hurtado, who is known as the father of Panamanian education due to his promotion of modern universal education through the establishment of the first public schools and teachers' colleges in what is now known as Panama— then part of Colombia - aiming to break the vicious cycle of ignorance and poverty that afflicted the vast majority of the population. He went on to be named Director-General of Public Instruction of the State of the Isthmus.[16]
Paraguay April 30
Peru July 6 During the independence of Peru, libertador don José de San Martín founded the first Normal School for Men by means of a resolution passed by Marquis of Torre-Tagle on July 6, 1822. Many years later, on 1953, the then president Manuel A. Odría decided that Teachers' Day would be commemorated on the 6th of July.[17]
Philippines October 5 By Presidential Proclamation No. 479[18] to honour more than 500,000 teachers nationwide. However, in the Philippines Teachers' Day is actually celebrated in schools between the months of September and October (mainly elementary and secondary levels). Teachers are presented with orchid corsages by students. Groups of students representing various grade levels perform short skits or song and dance numbers, or read poetry for their teachers in front of fellow schoolmates in school-wide activities. These activities are planned by senior students in the Student Council who coordinate the activities well in advance.
For Filipino-Chinese schools, a program is usually organized by students for teachers on September 27, while September 28, considered as the actual Teachers' Day, is a school holiday where both teachers and students are allowed to rest. September 28 was chosen because it is known as the birthdate of famous Chinese philosopher Confucius.[19]
Poland October 14 This day is the anniversary of the creation of the Commission of National Education, created in 1773 through the initiative of King Stanisław August Poniatowski. Normally flowers and sweets will be given to teachers by kids. School play and activities can be also scheduled by student body.
Kuwait October 5
Qatar October 5
Romania
Russia October 5 Between 1965 and 1994, the first Sunday of October. Since 1994, on October 5, coincides with the World Teachers' Day (est. 1994 by UNESCO).
Saudi Arabia February 28
Serbia October 5
Singapore First Friday of September An official school holiday. Celebrations are normally conducted the day before, where students usually get half a day off. In some schools, students will put on performances to entertain and honour their teachers.
Slovakia March 28 Commemorates the birthdate of John Amos Comenius.
South Korea May 15 since 1963 in Seoul and 1964 in Chunju City Originally it was started by a group of Red Cross youth team members who visited their sick ex-teachers in hospitals. At start its date was May 26. But from 1965, the date has changed to May 15, dated after Sejong the Great's birthday.[20] The national celebration ceremony was stopped between 1973 and 1982 but it resumed after that. On the day, teachers are usually presented with carnations by their students. Ex-students pay their respects to their former teachers by visiting them and giving them a carnation. Many schools now close on Teachers' Day because of the rampant bribery implicit in the expensive gifts often given to teachers. Schools can use the day to have an outing for the teachers.
South Sudan December 1 (2011-12); October 1 (2013-) The president of South Sudan proclaimed Teacher's Day for December 1st, one month before the country's first Teacher's Day. On September 1st, one month before the country's third Teacher's Day, it was publicly announced that they changed the date to October 1st.
Sri Lanka October 6 Its Officially the Teachers' Day in Sri Lanka on 6 October, every school celebrate the special day. the teachers are Given with surprised gifts on that day by their students.
Spain January 29
Syria March 18[citation needed]
Taiwan September 28 Taiwan uses this day to honour teachers' contributions to their own students and to society in general. People often make use of the day to express their gratitude to their teachers, such as paying them a visit or sending them a card. This date was chosen to commemorate the birth of Confucius, believed to be the model master educator in ancient China. In 1939, the Ministry of Education established the national holiday as August 27, the attributed birthday of Confucius. In 1952, the Executive Yuan changed it to September, stating that it was calculated to be the precise date in the Gregorian calendar. The festival celebration occurs in the temples of Confucius around the island, known as the "Grand Ceremony Dedicated to Confucius" (祭孔大典). The ceremony begins at 6am with drum beats. 54 musicians are dressed in robes with blue belts, and 36 (or 64) dancers dressed in yellow with green belts. They are led by Confucius's chief descendant (currently Kung Tsui-chang) and followed by ceremonial officers. Three animals: cow, goat and pig are sacrificed. The hairs plucked from these sacrificed animals are called the Hairs of Wisdom. In addition, local education institutes and civil offices award certain teachers for their excellence and positive influence.
Thailand January 16 Adopted as Teachers' Day in Thailand by a resolution of the government on November 21, 1956. The first Teachers' Day was held in 1957. January 16 marks the enactment of the Teachers Act, Buddhist Era 2488 (1945), which was published in the Government Gazette on January 16, 1945, and came into force 60 days later. Most Thai schools close for the day to give their teachers a break during the long second term. Many international schools do not, although they may hold celebrations to honour their teaching staff. There are very few public or official commemorations.
Tunisia February 28
Turkey November 24 Mustafa Kemal Atatürk thought and stated that "The new generation will be created by teachers." . Atatürk was also considered as the Prime Teacher (Turkish: Başöğretmen), because he adopted a new alphabet for the newly founded Turkish Republic in 1923.
Ukraine The first Sunday of October At schools across the country, Teacher's Day is celebrated the Friday before the holiday with "concerts" and gatherings, while students usually give their teachers gifts such as flowers and chocolate. On the holiday itself, many teachers celebrate with their families and friends at home or at restaurants or cafes.
United Arab Emirates February 28
United Kingdom October 5
United States National Teacher Day is on Tuesday during Teacher Appreciation Week, which takes place in the first full week of May (May 6, 2014) Students often show appreciation for their teachers with gifts or writing thank you cards. The National Education Association describes National Teacher Day as "a day for honouring teachers and recognizing the lasting contributions they make to our lives".[21] The NEA gives a history of National Teacher Day:[21] The origins of Teacher Day are murky. Around 1944 Wisconsin teacher Ryan Krug began corresponding with political and education leaders about the need for a national day to honour teachers. Woodbridge wrote to Eleanor Roosevelt who in 1953 persuaded the 81st Congress to proclaim a National Teacher Day. NEA along with its Kansas and Indiana state affiliates and the Dodge City (Kan. ) local lobbied Congress to create a national day celebrating teachers. Congress declared March 7, 1980, as National Teacher Day for that year only. NEA and its affiliates continued to observe Teacher Day on the first Tuesday in March until 1985, when the National PTA established Teacher Appreciation Week as the first full week of May. The NEA Representative Assembly then voted to make the Tuesday of that week National Teacher Day.
As of September 7, 1976, September 11 was also adopted as Teachers' Day in the U.S. state of Massachusetts. Currently, Massachusetts sets the first Sunday of June as its own Teachers' Day, annually.
Uzbekistan October 1
Vietnam November 20 This holiday allows students to express their respect to their teacher. Students begin preparing a week in advance, and many classes usually prepare literature and art to welcome Teachers' Day, while other students prepare foods and flowers for the parties held at their schools. Students usually visit their teachers at their homes to offer flowers and small gifts, or organize trips with their teachers and classmates. Former students also pay respect to their former teachers on this day. The holiday has its origins in a meeting between educators in communist bloc nations in Warsaw in 1957. It was first celebrated in 1958 as the Day of the International Manifest of Educators; in 1982 the day was renamed Vietnamese Educators' Day.
Venezuela January 15 On this day there are no classes and during the week all the teachers are honoured for their support in building the country.
Yemen February 28
20 countries celebrate a common Teachers' Day on October 5: Armenia, Azerbaijan, Bulgaria, Canada, Estonia, Germany, Lithuania, Macedonia, Maldives, Mauritius, Republic of Moldova, Netherlands, Pakistan, Philippines, Kuwait, Qatar, Romania, Russia, Serbia and United Kingdom.
11 countries celebrate a common Teachers' Day on February 28: Morocco, Algeria, Tunisia, Libya, Egypt, Jordan, Saudi Arabia, Yemen, Bahrain, UAE and Oman.

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