Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 479-482).

Thesis (LL. D.)--Dacca University. / Vishveshvaranand Institute Publications, 155. Bibliographical footnotes.

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This thesis focuses on the identity of middle class Bengali Muslim women of the late nineteenth and early twentieth centuries. Historians identify bhadramahilā as members of the social class bhadralok and also use bhadramahilā as an analytic category. I use several authors’ work in order to show that there are two important but differing ideas about who the bhadramahilā were. The most common view is that bhadramahilā were upper caste Hindus who became the new class of English educated Bengalis via the introduction of the British education system. Others suggest that Muslims are also members of this class group, but either 1) do not include them in their studies on bhadralok or 2) have not proven that Muslims were in fact bhadramahilā. The question is, Should we consider middle class Muslim women to be bhadramahilā? Or, does the category bhadramahilā apply to Muslims? After examining women’s writings and the historical, economic, and socio-cultural conditions of the period, I suggest that Muslim women were indeed among the bhadramahilā, and that the category is a useful analytic tool for the study of educated middle class Bengali women, both Hindu and Muslim. / text

Gurus claim that they are able to act as mediators to put disciples on the path of spiritual development in diaspora. This study aims to investigate this claim, researching the hypothesis ‘that changing cultural environments in the United Kingdom, compared to those of the Indian sub-continent, requires a different model of the guru-chela (guru-disciple), relationship?’ In effect it seeks to test the differences, based on the stability and sustainability of the relationship in diaspora? This claim was endorsed by psychotherapist, J S Neki (1973), in a meeting in America and was published in The Journal of Ortho-psychiatry Volume 3. It discusses the possibility of the ‘guru-chela (disciple) relations’ acting as a model for ‘therapeutic care for the Hindu patient in diaspora.’ This research aims to examine critically the effectiveness of the guru-disciple relationship in light of changes the gurus have made in the delivery and quality of instructions they provide and the changes in the disciples’ aspirations in the new environment. The study investigates the meeting ground for science-based western psychotherapy and intuition-based spirituality. Both subjects deal with pastoral care components for their respective respondents, but are diametrically opposed in their approaches. The research sample in the study, are taken from Leicester, where the researcher is based, as the area provides a diverse group in the Heart of Hindu England, through which to examine the guru-disciple phenomena in diaspora.

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Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / I. PROBLEM: To construct three units in mythology, Greek, Norse and Hindu, in order to increase students' awareness of the nature of literature and of the influence of these three cultures as represented in their mythologies on English language and literature. II. SCOPE AND LIMITATION: The units were designed for use in the junior high school in the following sequence: Seventh year - Greek Eighth year - Norse Ninth year - Hindu to obtain the benefit of cumulative effect upon the learnings. Each section however, is a complete unit and can be used independently of the others. The units are not all inclusive, but the selection of materials in each unit is such that a logical framework is imposed. The units make no provision for formal instruction in language. The units are untested. III. PROCEDURE: The units were designed for use in a team teaching situation. Each unit is introduced with a lecture to the entire' group for the purpose of providing background information, motivational aids and distributing materials. Groups then read and discuss the various creation stories around certain themes in their separate classrooms. The activities are discussed and groups are formed according to three activity sections each under the direction of a different teacher, one for reading, one for writing, and one for oral activities. IV. MAJOR FINDINGS AND CONCLUSIONS: The "classical" literatures contain materials appropriate to the reading interests and abilities of junior high school students and by arranging this material in units the teacher has an opportunity to guide students toward realizing the goals of the English language arts. V. SUGGESTIONS FOR FURTHER STUDY: The writer recommends that these materials be tested both in independent and sequential units and in both traditional teaching and team-teaching situations for the purpose of evaluation and revision. The writer also suggests that similar materials be constructed from the biblical, classical, and medieval epics. / 2031-01-01

This thesis critically examined gutkas – illuminated, pocket-sized anthologies of texts, hymns, and prayers that a Hindu would recite in a sacred place in the home, usually near an altar – produced in the Kashmir Valley during the mid-nineteenth century. Previously relegated to the periphery of scholarly discourse due to academic discriminations against “folk” culture, the goal here was to consider these objects and their paintings through the combined lenses of art history, cultural history, and religious studies in order to speak about gutkas in a deeper and more meaningful way. Here, gutkas from Utah State University, the Smithsonian Freer|Sackler Galleries, and the British Library were used as a tool to situate their makers within intricate familial webs of artistic practice, identify patterns of consumption and attitudes of ownership among a South Asian middle class, and reconstruct the objects’ function within Hindu devotional practice.

"Thesis approved for the degree of doctor of philosophy in the University of Calcutta, 1907." / On cover: Indian logic: mediæval school.