Education for Tomorrow: The Vision of Rabindranath Tagore.
This article investigates Rabindranath Tagore’s educational vision, which underpinned the three institutions he set up in India – Santiniketan (1901), Visva-Bharati (1921) and Sriniketan (1922). It argues that this vision is still relevant for the world of today and tomorrow, and that it should be t...
| Publicado en: | Asian Studies Review Vol. 40; no. 1; pp. 1 - 17 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=112861418&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 112861418 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10357823 SDR jtl: Asian Studies Review issn: 10357823 maglogo: Y pubinfo: dt: Mar2016 vid: 40 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 112861418 10.1080/10357823.2015.1125441 ppf: 1 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 951KB tig: atl: Education for Tomorrow: The Vision of Rabindranath Tagore. aug: au: Quayum, Mohammad A. affil: International Islamic University Malaysia su: Education Tagore, Rabindranath, 1861-1941 Sympathy Humanity Multiculturalism Student aspirations History Santiniketan (India) India sug: subj: Santiniketan (India) India Education Tagore, Rabindranath, 1861-1941 Sympathy Humanity Multiculturalism Student aspirations History keyword: Advitam education freedom humanity imagination nature Rabindranath Tagore Santiniketan Sriniketan sympathy Visva-Bharati ab: This article investigates Rabindranath Tagore’s educational vision, which underpinned the three institutions he set up in India – Santiniketan (1901), Visva-Bharati (1921) and Sriniketan (1922). It argues that this vision is still relevant for the world of today and tomorrow, and that it should be taken into account in designing any educational model for the future. Tagore rejected the modern mechanical learning that focuses merely on cultivation of the individual’s mind, in favour of learning that encourages the creativity, imagination and moral awareness of students. He believed that education should be not for mere “success” or “progress” but for “illumination of heart” and for inculcation of a spirit of sympathy, service and self-sacrifice in the individual, so that s/he could rise above egocentrism and ethnocentrism to a state of global consciousness or worldcentrism. In pursuing this argument, I refer to Tagore’s letters, lectures, interviews and essays, both in Bengali and in English, a body of his short stories, his novelThe Home and the Worldand his allegorical poem “Two Birds”. I also explain his awareness of the educational movements of his time in the West, and draw brief parallels with selected Western luminaries in the field, such as Plato, Montaigne, Rousseau and John Dewey. My contention is that although some may dismiss Tagore’s educational principles as “rickety sentimentalism” in a world that is palpable and real, his ideas of human fellowship, unity and creativity, and kinship for nature seem irrefutable with the rise of multiculturalism and the looming ecological crisis threatening world peace. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Asian Studies Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Asian Studies Review holder: Taylor & Francis Ltd dt: @attributes: year: 2016 holdings: @attributes: islocal: N |
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