Published Paper Details:

Rabindranath Tagore's vision of education at Santiniketan was rooted in the harmonious blending of art, spirituality, and self-realization. Rejecting the rigid colonial model of examinations and rote learning, he sought to revive the Gurukula tradition in a modern institutional framework through Visva-Bharati, founded in 1919. Music, for Tagore, was not merely an aesthetic pursuit but an essential medium of holistic education--integral to human growth, moral refinement, and inner joy. This paper traces the systematic institutionalization of music education at Santiniketan, from its informal beginnings in the Ashram to the establishment of Sangit Bhavana in 1933. It explores how Tagore's philosophy transformed music from a supplementary art into a core pedagogical element, integrating classical Indian traditions with global perspectives. The study also highlights the contributions of pioneering educators such as Dinendranath Tagore, Bhimrao Shastri, and Hemendra Lal Roy, whose efforts shaped the academic and cultural foundation of Visva-Bharati's music education. By contextualizing Tagore's ideals within the broader postcolonial discourse on education, the paper underscores the enduring relevance of his holistic, art-centred learning model in contemporary pedagogical thought.