Re: Pedagogy In Urdu.pdf

[Sibyla Tator]

Entanglements of TranslationPsychology, Pedagogy, and Youth Reform in German and Urdu Razak Khan (bio)

The development of modern thought on social reform and political theory among South Asian Muslims has been studied either through the paradigm of "revivalism" (in the sphere of religion) or that of "separatism" (of a cultural and political identity) in existing historiography.1 Moving beyond these frameworks, this article signals an alternative social vision pursued by Muslim intellectuals in the early to mid-twentieth century from colonial India who consciously and creatively engaged with German intellectual thought outside of the more proximate British colonial and English-language intellectual paradigm. This intellectual vision was envisaged, developed, and applied in the field of educational reform for creating a secular minority position as not only the bearer of old civilizational certainties and value, but also as modern pioneers equally conversant and ef ective in anticolonial politics, decolonizing education, and shaping the future of the modern nation-state as secular citizens. It is no coincidence that these cosmopolitan minority positions were forged in the vibrant intellectual exchanges in Weimar Berlin. It is to this entanglement of translation within an af ective intellectual history that this article turns its attention.

Pedagogy In Urdu.pdf

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This article focuses in particular on Husain's translational labors from German to Urdu to describe the genealogy and trajectory of an intellectual vision. Husain's life and intellectual work is important for various reasons. Following in the footsteps of the poet-philosopher Muhammad Iqbal, who turned to the German intellectual tradition and completed his doctoral degree in 1908 under Fritz Hommel at Maximilian University, Munich, Husain was one of the pioneers among South Asian Muslim intellectuals who led the turn toward Germany and German thought in the 1920s. Husain's intellectual interests were drawn to the programmatic aspects of German social theory and reformist educational ideas avail able in early twentieth-century German intellectual culture, which were in contrast to trends in British twentieth-century liberalism. [End Page 295]

Husain's presence in interwar Weimar Berlin put him in the thick of new developments in psychological theories of culture and social development, in particular educational reform. Husain was a prolific translator in four interconnected fields: philosophy, psychology, anthropology, and literature, as a part of his interest in the theory and practice of education, especially of the youth in the project of nation building.4 Indeed, Husain's life experience and work in Germany and his continued engagement with German thought af erward remain crucial to any account of his contributions to educational theory and reformist-nationalist pedagogy.5 He translated Spranger's canonical text Psychologie des Jugendalters into Urdu as Nafsiyat-e-'unfuvan-e-shabab (Psychology of the Beginnings of Youth)6 and instantiated German reform pedagogy (Reformpdagogik) into the "New Education" (Na'i ta'lim) in India. The transformation of German Bildung (the almost untranslatable notion of self-becoming through education and cultural immersion) into the Urdu notions of knowledge acquisition and cultivation of character (ta'lim va tarbiyat) was crucial in...

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The New England Commission of Higher Education (NECHE) is one of seven regional higher education accrediting bodies in the United States. NECHE is a voluntary, non-profit, self-governing organization having as its primary purpose the accreditation of educational institutions. Through its evaluation activities the Commission provides public assurance about the educational quality of degree-granting institutions that seek or wish to maintain accreditation.

Each of the Standards articulates a dimension of institutional quality. In applying the Standards, the Commission assesses and makes a determination about the effectiveness of the institution as a whole. The institution that meets the Standards:

The Commission approaches institutional differences in ways designed to protect both educational quality and individual philosophy and practice. The Standards are aspirational expectations that must be met at least minimally. They allow the Commission to appraise a wide variety of collegiate institutions, differing in purpose, size, organization, scope of program, clientele served, support, and control. By design, the Standards as explicated welcome perceptive and imaginative innovation aimed at increasing the effectiveness of higher education.

Self-regulation is an essential element in the success of accreditation. Thus, the Standards for Accreditation were developed through a lengthy participatory process involving the membership in articulating the dimensions of quality required of institutions of higher education deserving of the public trust. Indeed the public as well was invited to participate in this process in recognition of the importance of higher education to the individual and collective well-being of our citizenry and for our economy. Thus, the Standards represent the accrued wisdom of over 200 colleges and universities and interested others about the essential elements of institutional quality, and they offer a perspective that stresses the public purposes of higher education. The Commission continually evaluates the effectiveness of its Standards and its processes for applying them and makes such changes as conditions warrant.

Self-regulation obliges institutions to adhere to the Standards as a condition of their accredited status; accredited colleges and universities demonstrate their integrity through their continued voluntary compliance to these criteria. Adherence to the Standards is periodically reviewed through peer evaluations that are preceded by self-studies directed toward demonstrating that the institution meets the Standards and that it has effective means to ensure institutional improvement. This system of accreditation is based on institutions agreeing to participate in and to accept and profit by an honest and forthright assessment of institutional strengths and weaknesses.

Each of the dimensions of institutional quality has a Statement of the Standard set forth in bold type. The considerations in determining the fulfillment of the Standard are articulated in numbered paragraphs below the Statement of the Standard; these considerations provide a basis for institutions to undertake self-study as well as a basis for institutional evaluation by visiting teams and the Commission. Because the Standards represent dimensions of institutional quality, they are necessarily interrelated. Thus, considerations found in one Standard may also have application for another; for example, while there is a Standard on Integrity, Transparency, and Public Disclosure, considerations related to integrity may also be found in several of the other Standards.

1.5 The institution periodically evaluates the content and pertinence of its mission and purposes, ensuring they are current and provide overall direction in planning, evaluation, and resource allocation.

The institution undertakes planning and evaluation to accomplish and improve the achievement of its mission and purposes. It identifies its planning and evaluation priorities and pursues them effectively. The institution demonstrates its success in strategic, academic, financial, and other resource planning and the evaluation of its educational effectiveness.

2.1 Planning and evaluation are systematic, comprehensive, broad-based, integrated, and appropriate to the institution. They involve the participation of individuals and groups responsible for the achievement of institutional purposes and include external perspectives. Results of planning and evaluation are regularly communicated to appropriate institutional constituencies. The institution allocates sufficient resources for its planning and evaluation efforts.

2.2 Institutional research is sufficient to support planning and evaluation. The institution systematically collects and uses data necessary to support its planning efforts and to enhance institutional effectiveness. (See also 8.6, 8.7).

2.3 The institution plans beyond a short-term horizon, including strategic planning that involves realistic analyses of internal and external opportunities and constraints. The results of strategic planning are implemented in all units of the institution through financial, academic, enrollment, and other supporting plans.

2.4 The institution plans for and responds to financial and other contingencies, establishes feasible priorities, and develops a realistic course of action to achieve identified objectives. Institutional decision-making, particularly the allocation of resources, is consistent with planning priorities.

3.4 The board assures representation of the public interest in its composition and reflects the areas of competence needed to fulfill its responsibilities. Two-thirds or more of the board members, including the chair, are free of any personal or immediate familial financial interest in the institution, including as employee, stockholder or shareholder, corporate director, or contractor.

3.5 Members of the governing board understand, accept, and fulfill their responsibilities as fiduciaries to act honestly and in good faith in the best interest of the institution toward the achievement of its educational purposes in a manner free from conflicts of interest.

3.6 In multi-campus systems organized under a single governing board, the division of responsibility and authority between the system office and the institution is clear. Where system and campus boards share governance responsibilities or dimensions of authority, system policies and procedures are clearly defined and equitably administered relative to the mission of the institution.

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