Published Paper Details:

Rabindranath Tagore, Nobel laureate, poet, philosopher, and educationist, holds a unique place in the history of modern education in India. His educational philosophy, rooted deeply in Indian tradition yet strikingly modern and progressive, presents a holistic vision of human development. This research paper explores Tagore's views on education, analyzing their philosophical foundations, practical applications, and continued relevance in contemporary educational discourse. At the core of Tagore's educational thought lies the idea of freedom--freedom of expression, thought, and the natural development of the child. He believed that education should not be a mechanical transmission of information but a living, dynamic process that nurtures creativity, critical thinking, and emotional growth. Tagore's educational philosophy was heavily influenced by his personal experiences with formal schooling, which he found rigid, uninspiring, and disconnected from nature and creativity. As a response, he developed an alternative model at Visva-Bharati, the institution he founded at Santiniketan in 1921. Here, education was designed to harmonize the mind, body, and soul through a curriculum that emphasized arts, music, literature, nature, and cultural exchange. Tagore emphasized learning through activity, the importance of aesthetic development, and the need for education to foster global understanding and unity. His critique of rote learning and authoritarian instruction systems positioned him as a pioneering voice for child-centered and experiential learning. The paper delves into the spiritual and philosophical underpinnings of Tagore's thoughts, drawing from Upanishadic teachings, Romanticism, and humanism. He envisioned education as a means of realizing the inner self and establishing a deep, harmonious relationship with the universe. According to Tagore, the aim of education is not merely to impart knowledge or vocational skills but to cultivate an individual's moral, intellectual, and spiritual potential. His belief in the inherent divinity of the child led him to advocate for an educational environment that respects individuality and fosters joy, curiosity, and compassion.