Message from Editor in chief

In the tradition of human philosophies, the most perturbing question that has been in vogue in the academic fraternity is the quest and search of human existence and the purpose behind its very being. This is probably the question most often hurled at philosophy teachers, students 1 and street philosophers at evening parties at many random addas. The question has probably been harrowing humanity ever since human beings became capable of thought & reason and began to seriously reflect upon their condition. And century after century, wise men and religious personalities have addressed and tried to answer this concern in their own ways. However, the answers till the date in Modern Philosophical discourse have remained lopsided and they have raised the level of human despondency in terms of its futility of achievement. And now, with the dogma of religion melting away, and the origin & validity of existing knowledge coming under fresh attack and it assumes all the more significance.

The question is notoriously complex to approach. It seems that with every attempt, one is only left with a different understanding of the question. The lopsided series of answers nevertheless creates a labyrinth of a sub-disciplinary sanctified zone of philosophy, it also excludes many from the frame of its debate as immature and non-rational beings and with the Kantian approach to latest Kakkar’s analysis, a child and a schizophrenic are its main victims who are necessarily deemed to the status of passive citizenship to budding rational faculties. Perhaps this is the reason why the autonomy of intellect is discarded to the children along with those suffered from intense insanity.

However, it is required to note here that why do they remain excluded from this debate and what does it mean to ask the ‘meaning’ of life? Does one intend to ask what one ‘ought to do’ in life or does one intend to ask if there is any meaning to life, like words have meaning. What is the logical structure of this question and why does this question create such a great amount of aura of scholarship among the academic discourses? This debate stems out from the modern era which has its root in the age of enlightenment. On the other hand, the Indian Darshans frame the childhood from completely radical approach to its Western counter part, for it locates the childhood within its pre/post-birth phenomenon and hence the innocence of a child is conferred upon with a higher status of the divinity. Moreover, the oral tradition, though crumbling with the passage of time, still exerts its influence on the shaping of early collective consciousness of young minds. This is perhaps the divide that mostly appears to be invisible in the cohesive approach to the studies of construction of the childhood. The Children’s University is working persistently under the vibrant guidance of Honorable Vice Chancellor, Prof. (Dr.) K.S. Likhia sir, to bridge these two poles.

In this direction, the present issue is a small move. It consists of wide range of papers and articles. The issue also comprises of a paper that provides intellectual insights regarding the ultramodern classroom and its effectiveness. Besides, it is inclusive of a paper on holistic education as well, to which the University is involved and working rigorously. To conclude, the faith is expressed that the present issue will serve its purpose by providing a fine feast to the intellectual minds of distinct taste and will lead forward its tradition of locating novel realms of scholarship across the various domains of academics leading to its prime goal.

1. A word first coined by Matthew Plampin suggesting a new school of philosophy that is closer to lived life.
2. Ancient Indian Spiritual traditions of philosophies which comprise of nine schools of thought.

Dr. Jignesh B. Patel,
Editor-in-Chief and Assistant Professor,
Children’s University,