Democracy

Existing studies on B R Ambedkar largely focus on his substantive religious, sociological, political and constitutional concerns, and not on the concepts he deployed for the purpose or modes of his argumentation. His body of work demonstrates that he formulated a number of concepts to take stock of the social reality that he confronted, and/or reformulated existing concepts by critically engaging with the body of scholarship available to him. With regard to the conception of the political, he advanced a comprehensive and consistent design of what it means to live as a public and how best to do so in a setting very different from the West.

Abhijit Sarkar makes two claims in "Spoils of Brexit for India" (EPW, 13 August 2016): British voters ignored the interests of non-British Commonwealth residents in the European Union referendum, and that the outcome of the referendum will benefit India. The second claim is questionable, and is based on little evidence. The first, meanwhile, relies upon unsubstantiated assertions and unscientific experimentation, but nevertheless raises interesting questions about legitimate democratic participation.

This article underlines the need to move beyond the exhausted notion of all religions preaching peace to studying the specific manner in which violence is legitimised in each religion. This is the first step liberal secularists need to take if they plan to mount a successful challenge to the dominance of the Hindu right.

The modern public university in a democracy faces the challenging task of producing and disseminating knowledge. Though the public character and universality of knowledge seem to be threatened today by both the state as well as the market forces, the university cannot afford to remain an apolitical institution in a democracy. There are lessons to be learnt in the debates surrounding the development of German universities and the idea of a university as the idealist philosophers have conceptualised.

Technological education in India has privileged the demands of the market and industry, while ignoring the demands of democracy to create an egalitarian society. The engineer is trained to "make" and "innovate" for a growing economy without understanding the social processes that produce certain "demands" in the first place, or considering how goods manufactured are to be distributed fairly in an unequal society. To make a successful journey from passive suppliers of technology to thought leaders on the question of India's development, the Indian Institutes of Technology must respond to the dominant discourse on development and articulate paradigmatic ideas on what development ought to be for India's democratic project.