Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-2pzkn Total loading time: 0 Render date: 2024-04-30T14:05:28.778Z Has data issue: false hasContentIssue false

8 - Rabindranath Tagore on Democratic Education

from Part One - Historical Perspectives

Published online by Cambridge University Press:  20 April 2023

Julian Culp
Affiliation:
The American University of Paris, France
Johannes Drerup
Affiliation:
Universität Dortmund
Douglas Yacek
Affiliation:
Universität Dortmund
Get access

Summary

Rabindranath Tagore was a progressive educational philosopher whose ideas were far ahead of his time but are most relevant to the contemporary challenges of today. The first Asian Nobel Laureate, his cosmopolitan, democratic ideas, and experiments in education were pioneering. But he was primarily known as a literary genius, and his image as a mystical poet from the East obscured his educational vision and philosophy in the West. The purpose of education was to him the development of critical consciousness and of freedom not only from poverty and oppression, but of the mind from ignorance and prejudice. Strongly against British colonial rule he, nevertheless, loved English literature and music and admired Western science and technological developments. Although proud of India’s glorious past, he was strongly opposed to chauvinistic nationalism and imagined a world of unity of all peoples, a synthesis of the East and West. He built a university which would represent his international liberalism.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alam, F. (2006). Rabindranath Tagore: South Asian writers in English. eBook. Detroit: Thompson Gale.Google Scholar
Bandyopadhyaya, D. (2018). Rabindranath Tagore – His childhood and creativity from the perspective of a psychiatrist. Indian Journal of Psychiatry, 60(4), 507–09.CrossRefGoogle Scholar
Banerjee, S. (2017). Through the ages of life: Rabindranath Tagore – Son, father, and educator (1861–1941). Érudit, 27. Digital ed. doi: doi.org/10.7202/1054400ar.Google Scholar
Basu, T. (2012). Caste matters: Rabindranath Tagore’s engagement with India’s ancient social hierarchies. South Asia: Journal of South Asian Studies, 35(1), 162–71.CrossRefGoogle Scholar
Bhattacharya, A. (2010). Tagore on the right to education for India. In Bhattacharya, A., ed., Education for the people: Concepts of Grundtvig, Tagore, Gandhi and Freire. Rotterdam: Sense, pp. 143–59.Google Scholar
Bhattacharya, S. (2011). Rabindranath Tagore: An interpretation. New Delhi: Penguin Viking.Google Scholar
Cenkner, W. (1976). The Hindu personality in education: Tagore, Gandhi, Aurobindo. New Delhi: Manohar.Google Scholar
Collins, M. (2012). Empire, nationalism and the postcolonial world: Rabindranath Tagore’s writing on history, politics, society. London: Routledge.Google Scholar
Committee on Disturbances in Bombay, Delhi, and the Punjab (1920). Report: Disorders inquiry committee 1919–1920. Available at: https://archive.org/details/ape9901.0001.001.umich.edu/page/XX/mode/2up?view=theater.Google Scholar
Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Crows Nest, NSW: Allen & Unwin.Google Scholar
Cummings, J. (2001). Bilingual children’s mother tongue: Why is it important for education? Sprogforum, 7(19), 1520.Google Scholar
Das Gupta, U. (2004). Rabindranath Tagore: A biography. New Delhi: Oxford University Press.Google Scholar
Das Gupta, U. (2006). Rabindranath Tagore: My life in my words. New Delhi: Viking.Google Scholar
Dasgupta, S. (2020). Texts of Tagore and Tagore as text: A framework for diversity and inclusion in the twenty-first century. The International Education Journal: Comparative Perspectives, 19(1), 718.Google Scholar
Datta, K., & Robinson, A. (1997). Rabindranath Tagore: The myriad minded man. New Delhi: Rupa & Co.Google Scholar
Dewey, J. (1916). Democracy and education. New York: MacMillan.Google Scholar
Fanon, F. (1961/2004). The wretched of the earth. Trans. by R. Philcox, foreword by H. K. Bhabha, preface by J.-P. Sartre, New York: Grove Press.Google Scholar
Freire, P. (1970). Pedagogy of the oppressed. New York: Continuum.Google Scholar
Ghosh, R., & Naseem, A. (2003). Education is that which liberates: Educational philosophy of Rabindranath Tagore. Journal of Post-Colonial Education (Special Issue), 2(1), 87100.Google Scholar
Ghosh, R., Naseem, A., & Vijh, A. (2010). Tagore and education: Gazing beyond the colonial cage. In Abdi, A., ed., Decolonizing philosophies of education. Rotterdam: Sense, pp. 5971.Google Scholar
Malaviya, R. (2021). Promoting “maitri” through education: Tagore and education for peace. Journal of Peace Education, 18(1), 7291.Google Scholar
Mukherjee, H. B. (1962). Education for fullness: A study of the educational thought and experiment of Rabindranath Tagore. Bombay: Asia Publishing House.Google Scholar
Mukherjee, M. (2021). Tagore’s perspective on decolonizing education. In: Oxford research encyclopedia of education. Oxford University Press. doi: doi.org/10.1093/acrefore/9780190264093.013.1559.Google Scholar
Naravane, V. S. (1977). An introduction to Rabindranath Tagore. New Delhi: MacMillan Co. of India.Google Scholar
Neogy, A. K. (2010). The twin dreams of Rabindranath Tagore: Santiniketan and Sriniketan. New Delhi: National Book Trust.Google Scholar
Nussbaum, M. C. (2006). Education and democratic citizenship: Capabilities and quality education. Journal of Human Development, 7(3), 385–95.CrossRefGoogle Scholar
O’Connell, K. M. (2002). Rabindranath Tagore: The poet as educator. Calcutta: Visva-Bharati.Google Scholar
O’Connell, K. M. (2003). Rabindranath Tagore on education. The encyclopedia of pedagogy and informal education. https://infed.org/mobi/rabindranath-tagore-on-education.Google Scholar
O’Connell, K. M. (2004). Approaches to holistic education: The Tagore-Montessori correspondence. Journal of World Education, 34(1), 12–8.Google Scholar
O’Connell, K. M. (2010). Rabindranath Tagore: Envisioning humanistic education at Santiniketan (1902–1922). International Journal on Humanistic Ideology, 2, 1542.Google Scholar
Pearson, W. W. (1917). Shantiniketan: The Bolpur school of Rabindranath Tagore. London: Macmillan.Google Scholar
Rafique, A. (2017). Rabindranath: A successful social reformer. New Age. Available at: www.newagebd.net/article/15115/rabindranath-a-successful-social-reformer.Google Scholar
Rao, P. V. (2020). Beyond Macaulay: Education in India, 1780–1860. London and New York: Routledge.Google Scholar
Salkar, K. R. (1990). Rabindranath Tagore: His impact on Indian education. New Delhi: Sterling.Google Scholar
Sarkar, S. (2003). “Nari” (“Women”), extract translated in “Ghare Baire in its Times.” In Datta, P. K., ed., Rabindranath Tagore’s the home and the world: A critical companion. New Delhi: Permanent Black, pp. 143–73.Google Scholar
Sen, A. (2011, June 9). Poetry and reason: Why Rabindranath Tagore still matters. New Republic. Available at: newrepublic.com/article/89649/rabindranathtagore.Google Scholar
Sen, S. (2014). Remembering Robi. In Sen, S., ed., Traces of empire: India, America and post colonial cultures. Chennai: Primus Books, pp. 5874.Google Scholar
Som, R. (2009). Rabindranath Tagore: The singer and his song. Delhi: Penguin.Google Scholar
Tagore, R. (1912/2018). Jiban Smriti or “remembrance of life.” Bengali ed. CreateSpace Independent Publishing.Google Scholar
Tagore, R. (1917). My Reminiscences. London: MacMillan (Gutenberg E-Book released in 2007). http://www.gutenberg.org/files/22217/22217-h/22217-h.htm#Page_30Google Scholar
Tagore, R. (1929). Ideals of education. The Visva-Bharati Quarterly (April–July), 73(4).Google Scholar
Tagore, R. (1933). My school. In Personality: Lectures delivered in America (1917). London: MacMillan.Google Scholar
Tagore, R. (1964). The parrot’s training. In Das, S. R., ed., Boundless sky. Calcutta: Visva-Bharati, pp. 8488.Google Scholar
Tagore, R. (1966). Gitanjali. Trans. by W. Cenkner, London: MacMillan.Google Scholar
Tagore, R. (2007). Freedom. In Ghosh, N., ed., English writings of Rabindranath Tagore: A miscellany. New Delhi: Sahitya Akademi (original in Vishwa-Bharati Quarterly 1957, 4, 627–28).Google Scholar
Tagore, R. (2010). My reminiscences. BiblioLife.Google Scholar
Tagore, R. (1922/2016). Creative unity. London: Wentworth Press.Google Scholar
Tagore, R. (2017). Nationalism. Introduction by R. Guha, Cyber City, India: Penguin.Google Scholar
Taneja, V. R. (1983). Educational thought and practice. New Dehli: Sterling.Google Scholar
Thompson, E. (1926). Rabindranath Tagore: Poet and dramatist. London: Humphrey Milford, Oxford University Press.Google Scholar
United Nations (2005). Resolution 60/1 adopted by the General Assembly on 16 September 2005. World Summit Outcome. New York: Author.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×