Abstract
The cross-fertilization of insights derived from French and Indian intellectual history has ignited a pluridisciplinary reflection on the role played by these two countries in the fabric of the knowledge-based economy in the twenty-first century. On the one hand, the Age of Enlightenment in Western Europe in the eighteenth century, brought forward an autonomous position for knowledge in human societies, and, on the other hand, it was once predicted that India’s future would be built in her classrooms (Education Commission). Finally, we lay the ground for the characterization of a triple knowledge-based convergence between the two higher-education systems on academic, economic and institutional grounds.
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Notes
- 1.
This irreducible sense of togetherness beyond inevitable countless interindividual differences within the national community is essential when defining the idea of nation. This irreversible breach of foundational togetherness probably motivated the French constitutional amendment proposal in the aftermath of the Paris attacks that took place on 13 November 2015. The controversial (and short-lived) amendment stipulated that France would strip of their French citizenship, dual nationals convicted of terrorism. http://www.france24.com/en/20151223-france-constitutional-reform-dual-nationals-citizenship-terrorism-paris-attacks
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Pilkington, M. (2017). Why France and India? The Convergence Hypothesis. In: Indo-French Educational Partnerships. Palgrave Pivot, London. https://doi.org/10.1057/978-1-137-50082-3_1
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DOI: https://doi.org/10.1057/978-1-137-50082-3_1
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