Department of Humanities and Social Sciences

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    Incorporating Ahimsa into India's constitutional morality
    (Rawat Publications, 2021) Nair, Harikrishnan Gopinadhan
    At the first meeting of the Committee for the Commemoration of the 150th birth anniversary of Gandhi at the Rashtrapati Bhavan in New Delhi in May 2018, the Chief Minister of Odisha, Naveen Patnaik, suggested that the principle of ahimsa may be incorporated into the preamble of the Constitution of India (Patnaik 2019). Patnaik briefly elaborated his reasoning. He argued that poverty and social injustice too were forms of violence. Removal of such forms of violence through socio-economic development requires peace. In other words, progress requires peace or ahimsa. Patnaik concluded that the inclusion of ahimsa, which is a uniquely Indian concept, into the preamble of the Indian Constitution will be a genuine tribute to Gandhi while reminding Indians as well as others of the profound significance of this principle.
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    Education and enterprise
    (The Week, 2021-12-19) Nair, Harikrishnan Gopinadhan
    GHANSHYAM DAS BIRLA died in London on June 11, 1983, at the age of 89. Sunday magazine’s cover page dated June26-July 2, 1983, announced that ‘The King is Dead’. ‘The king is dead, Long live the king’ is a medieval European phrasal template that proclaimed the demise of a king’s mortal body and the people’s desire for the continuation of the body politic, which was the kingdom or the king’s legacy. Birla’s legacy hinges on at least three elements: his leadership of Indian industry; his role as a national and global emissary across the political spectrum, and his vision to empower the young through educational institutions that he founded.
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    Identity, indigenous insurrections
    (Shipra, 2009-01) Nair, Harikrishnan Gopinadhan
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    The nature and functioning of democracy
    (Pearson Education, 2009) Nair, Harikrishnan Gopinadhan
    Contemporary India: Economy, Society, Politics, published in 1999, takes an in-depth look into the different types of issues that this country faces. It covers various aspects of contemporary India, and focuses on both nation-state, as well as the civil society. This book is divided into three sections, namely Economy, Society, and Politics. It contains various conceptual and empirical themes. The authors have used democracy as a common thread to bind different topics to each other. The first part, Economy, starts off with the basic features of the Indian economy during the time of Independence. Some other topics are food insecurity, economic policies, human development, regional disparities, and IT and social change. The next portion is titled Society, and its explains the sudden emergence of the Indian middle class. It also speaks of changes in social structures, the challenges and opportunities of social movements, catalysts of social change, and social mobility. The last section, Politics, has eleven chapters. Readers can learn about the parliamentary system, the Panchayati Raj, the nature of coalition politics, the changing nature of public administration, and why secularism is important to this country. Some other chapters are The Nature and Functioning of Democracy, India in the Global Strategic Environment, and Dimensions of Indian Federalism. The contributors of this book are research scholars and teachers of the University of Delhi. The content of each chapter is well-researched, and has been written in a conversational style to make it easy for readers to understand these diverse topics. Contemporary India: Economy, Society, Politics is for the general reading public, undergraduate and postgraduate students, professionals, and journalists. It also contains questions, a glossary, and a reading lists for students who are using this book to study for their Social Science examinations.
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    Where Teachers Learn
    (Economic Political Weekly, 2015-11) Nair, Harikrishnan Gopinadhan
    Rajesh Misra and Supriya Singh (“Continuum of Ignorance in Indian Universities,” EPW, 28 November 2015) rightly highlight a number of deficiencies in Indian universities. But they have focused only on a possible framework of solutions for degeneration of the quality of faculty members interpreted by this author as degeneration of teaching quality; anomalies in teaching methodologies; and obsessive orientation towards exams. The possible framework of solutions is threefold: by incorporating learning outcomes while planning for courses, by working out graduate student attributes for degree programmes, and the institutionalisation of teaching–learning centres (TLCs). This note is thus divided into three parts: first, the “what and why” of learning outcomes; second, the relationship between learning outcomes and graduate student attributes; and third, the rationale and role of TLCs.
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    Reflections on Teaching–Learning in Gandhi Studies
    (Sage, 2020-12) Nair, Harikrishnan Gopinadhan
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    Traditions of Republican Citizenship
    (Pearson Education, 2022) Nair, Harikrishnan Gopinadhan
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    Consentimiento y autonomía política del indio americano en el pensamiento tardío de fray Bartolomé de Las Casas
    (Universidad Nacional Autónoma de México, 2009) Nair, Harikrishnan Gopinadhan
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