Imran Omer's Blog

The Indian sub-continent had a very rich tradition of miniature painting that was not only tied to kings, queens and lords of different kingdoms of the Indian sub-continent, but also had a strong connection with the architectural forms of the temples, mosques, palaces, and courtyards of the region. Kings and lords facilitated painting to record their deeds (though at times their misdeeds were recorded too) and the intricate patterns of architecture repeatedly appeared in the miniature paintings. The very first specimens of painting that have survived in the recorded history of India belong to the Ajanta caves dated 452-500 C.E. These paintings are depictions of different Buddhist tales called Jatakas. The later tradition worked with perishable materials that did not survive, and we have very little information about the art of painting till the 13th century.      Cave 1, Ajanta, Bodhisattva, Rajarajeshvara Temple, Tanjavur, 462-500 C.E

Before the commencement of 20th century, the role of education was to inculcate moral and religious values. Since the dawn of the industrial era and particularly after the Second World War, education became more career oriented. Its value as a job grabber and a mode for competition for industrial and corporate positions has increased tremendously.  Gradually the process of providing values and morals, both worldly and religious, moved to the end of the list of objectives of education. Another problem with moral education is that it cannot be taught directly in the form of a sermon. When it is provided in the form of a sermon, as we usually see in the religious dogma, it produces fear and may convince the receivers to hide and sneak in their immoral behaviors, but it does not create an impact that is capable of convincing the receivers about its everlasting worthiness and its impact on their personal lives. Morality is like the  koan  of Zen. The Bodhisattva comprehends the answer of