RABINDRANATH TAGORE

LIFE SKETCH

Born in Calcutta

Princely lineage

Education
Early

at home (tutor)

Later

at school pronounced unfit for studies; unable

to adjust to dead routine and lifeless teaching

LIFE SKETCH

1901

Established Shantiniketan

1909

Published Gitanjali

1913

Received Nobel Prize in Literature

1921

Evolution of Vishwabharti

PHILOSOPHY OF LIFE
Spiritualism

Belief in Vedas all powerful, all pervading

Brahman

Source and destiny of all creatures

Idealism

Great faith in absolute values and eternal

realities

Humanism

Humans necessary in Gods plan for perfection

of Universe

Naturalism

Revealed patterns and cultures of Nature reflect

Creator

Internationalism

All humanity connected through Brahman; all are

brothers and sisters

PHILOSOPHY OF EDUCATION
Concept of Education

Makes our life harmonious with all existence

Brings about all-round flowering of personality

Harmony with Nature, humans and God

Freedom from fear, passion and ignorance

Creative self-expression to become what you are

meant to be

Active communion spiritual between all creatures

PHILOSOPHY OF EDUCATION
Aims of Education
General aim
To achieve fullness and to realise ones unity with the world
(Universe)
Specific aims
Physical development
Intellectual development: alert mind, free critical, imaginative
Spiritual growth: devotion, character, inner freedom
Cultural assimilation
Utilitarian aim: economic wants (satisfaction)
International understanding: universal brotherhood

CURRICULUM
Broad need-based of individual and society

Subjects

Literature, Mathematics, Natural and

Social Sciences, Agriculture, Philosophy,
Religion

Activities

Sports, dancing, drawing, music,

excursions, gardening

Community living

Manual labour and social service

METHODS OF TEACHING
Excursions

Through and from Nature

Teaching while walking is best

Heuristic method

Discovery of facts

Discussions

Develop free and critical thinking

Activities

Physical (tree climbing, games)

Expressive (music, poetry, drama)

METHODS OF TEACHING
True education takes place when emotions are expressed
properly

Mother tongue early years

English allowed; window to international community

Manual work acquire skill; dignity of labour; encounter

God

Meet Him in toil and in the sweat of thy brow

ROLE OF TEACHER

Should be like guru of ancient times guide and inspire

Must be receptive to life-long learning

A lamp can never light another lamp unless it continues

to burn its own flame

TEXTBOOKS

Direct experience better than bookish knowledge

Like Rousseau, the only book recommended was

Robinson Crusoe

DISCIPLINE

Maximum freedom given

Though a risk, the only way to create true inner discipline

Children grow in responsibility and form their own rules

EDUCATION FOR WOMEN

No discrimination

Nari Bhawan at Vishwabharathi in 1922

RELIGIOUS EDUCATION

Not through daily lessons

Through meditation

Through simple living (Nature)

Through service

SPECIAL CONTRIBUTIONS
Institute at Bolpur has three constituents

Shantiniketan (1901)

Vishwabharati University (1921)

Sriniketan

SHANTINIKETAN

Experimental school

Envisioned as temple and home

Raise children in deep spiritual atmosphere

Cultivate love for Nature (all creatures)

Education in atmosphere of freedom

Acquaint with Indian culture

SHANTINIKETAN: FEATURES

Beautiful, natural surroundings

Homely atmosphere

Intimate contact between teachers and pupils

Spiritual and religious

Freedom

Manual labour

Shared leadership

VISHWABHARATI UNIVERSITY

Natural outgrowth of Shantiniketan

Objectives
To study

mind of man and his quest of truth

To bring

cultures of East into intimate contact

Unification

of mankind through free communication

between East and West

VISHWABHARATI UNIVERSITY:
DEPARTMENTS

Sisu Bhavan

Path Bhavan

Shiksha Bhavan

Vidya Bhavan

Vindya Bhavan

Kala Bhavan

Sangit Bhavan

Shilpa Bhavan

China Bhavan

SRINIKETAN

Institute of rural reconstruction

Aims: Making villagers self-sufficient, self-reliant and

competent to use modern resources
To study
To use

and discuss problems of villagers

this knowledge of classroom for rural

improvement
Promoted

elementary education in villages

ESTIMATE: POSITIVE

World-famous institutes that put into practice

Deep love for Nature
Positive attitude towards humanity
Rural areas part of educational scheme
Learning by discovery and experience
Importance of beauty and emotions in learning
Creating a world family (East West)

Contribution to world literature writings

Spiritual view of reality

Education for harmony between God, humans and
Nature

DRAWBACKS

Educational idea broad, difficult to implement

Discards books little value

Retards

us from learning from cumulative

experiences of others

Teacher-pupil ratio envisioned is not feasible

CONCLUSIONS

He gives us new faith to see that we may rise to highest

ideals

A prophet who continues to nourish Idealism