Abstract

The aim of the paper is to put forth how Richard Rorty’s philosophy of literary education could serve as a response to the Indian social crisis. From Philosophy and the Mirror of Nature through his subsequent works, we tend to find three subject matters: Firstly, we ought to abandon correspondence theories of truth and concentrate upon a pragmatic understanding of truth that dismisses Cartesian models of epistemology; secondly, it’s fair to imagine that each individual has two unique sides—one that is visible to others and one that is not. Even while both sides may have similar sentiments, one's public and private perspectives may not always be compatible; finally, literary criticism, frequently referred to as literary studies are to be considered as the ultimate philosophical endeavour. The main argument of the paper derived from the interpretation of Rorty’s three principle beliefs is that a society rich in literary study founded upon a literary education is better, comparatively to where only a selective group of people gain from serious literary engagement. Numerous academic publications in the area of literary philosophy that discuss Rorty’s views and their relevance to education have been taken into account. The convergence of literary criticism, philosophy, and education in Rorty's work which has largely been overlooked by researchers in the area, is taken into consideration, in connection to which a number of communal issues have also been articulated with an eye towards how Rorty would respond to such issues.