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Nov 30, 2013 · Abstract. The model of the ancient hermitage (tapovana/asrama) served as the prototype of Tagore’s school established in 1901 in the rural area of Santiniketan, away from the city of Calcutta named Brahmacharyashram that was later renamed Patha Bhavana. He desired to situate the school in the midst of nature in a wide expanse of land.
- Kumkum Bhattacharya
- kmkm.bh@gmail.com
- 2014
Nov 1, 2014 · In fact, India is still trying to find an effective solution to Tagore’s concern for the colonial emphasis on English as a medium of instruction in the modern education system.
- Kumkum Bhattacharya
Sep 23, 2023 · Patha Bhavana was an exception to colonial education imparted under the Raj. Supriyo Tagore, the great-grandnephew of Tagore, remembers the day when he first arrived in Santiniketan.
- Tagore’s Educational Mission
- The Learning Child: Freedom to Learn Unconsciously
- Criticism of Educational Institutions
- Holistic Education: Knowledge, Action, Love
- Education of The Soul: Love and Joy
- Spirituality and Ethics
- Internationalism: Education For Peace
- Ecological Education
- Educational Institutions and Projects by Tagore
- Sriniketan & Adult Education
It might be surprising to learn that a Literature-Nobel-laureate dedicated forty years of his life to establishing and running educational institutions. Rabindranath Tagore’s educational endeavours were motivated by postcolonial ideas of liberation, as he saw education as key to give respect and self-reliance, and therefore to move beyond political...
Tagore recognizes that children are not unfinished adults but have to be seen in their own rights, so that their strengths become visible and can develop – for example their curiosity and wonder, their imagination and creative joy and their ability to see unity that derives from their freedom from habits of thought and behaviour (in short, an exces...
Tagore’s 1892 article “Siksar Herpher” (“Our Education and its Incongruities”) was, according to Prabhat Kumar Mukhopadhyay, the first truly comprehensive and competent criticism of the contemporary national educational system. Throughout his life, Tagore often describes the schools of his time as prisons. In “Parrot’s Training,” Tagore caricatures...
Language, context and books
In contrast to colonial educational institutions, teachers in Santiniketan used the mother tongue and related the content to the historical, cultural and natural context to ensure that students properly understand the content and can apply it. Tagore wrote textbooks in Bengali,, yet also argued that books are only useful to the student when they are connected to the student’s context and do not discourage imagination and thinking. Too easily, books lead to passivity, encourage slavish consume...
Body and movement
Tagore did not believe that schools should merely look after the healthy development of their students’ minds, but also took their physical wellbeing extremely seriously. He made sure that they received a good diet and had enough physical movement. He offered many different sports activities (ballgames, gymnastics, dance, martial arts such as Lathi and Ju-Jutsu). Tagore did not treat the physical as a separate area though but engages the body at the same time as the mind through peripatetic e...
Activities: From Scientific Experiments to Social Engagement
Over the years, Tagore’s curriculum was more and more determined by activities. This included scientific experiments, excursions for social research, trying to find solutions to the villagers’ real-life-problems and implementing them, picnics, tending to animals, and helping around the school buildings. The Brati-Balakas and Brati-Balikas (“boys and girls who have taken an oath”) tended to the surrounding villages. Tagore most thoroughly actualized this activity curriculum in his Shiksha-Satr...
Not only the mind and the body were part of Tagore’s comprehensive education, but also the soul. According to Tagore’s philosophy, love is the most important path to reaching full humanity, because it connects us with the world and therefore expands our consciousness from the ego to the soul. This produces joy (ananda), which Tagore often used syno...
Education for social empathy and values are usually considered to be the task of ethical education; yet for Tagore they are spiritual education. According to him, one needs to be connected to a higher reality and be free from one’s limited ego to acquire and develop ideals and values. Tagore is convinced that we cannot support children’s ethical de...
Tagore deeply cared about the international political situation of his days and spoke out for the unity of humanity in an age of nationalism. He argued that, while most schools of his time educated children towards a narrow nationalism full of prejudices (e.g., in through one-sided views of history), this would make them unable to understand other ...
Tagore considered being close to nature as crucial, as he is convinced that the communion with nature gives energy, generates love, and puts life into perspective. He saw nature as indispensable for the healthy growth of children’s body and soul and argued that without it, “children suffer, and in the young men is produced world-weariness.” A child...
Shilaida
In the 1890s, Tagore was put in charge of the family’s rural properties in East Bengal. His first experiments in adult education were carried out there, as he gradually became aware of the acute material and cultural poverty that permeated the villages, as well as the great divide between the uneducated rural areas and the city elites. His experiences made him determined to do something about rural uplift, and later at Santiniketan, students and teachers were involved with literacy training a...
Santiniketan
After teaching his children at home for a while with the help of tutors, Tagore decided to found a school at Santiniketan in 1901. The land belonged to his father, and his nephew Balendranath Tagore had briefly opened a school in this place, which was closed again in 1899. Tagore’s school was first called Brahmacayashram (brahmacarya translates as “movement towards brahman”). It pronounced India’s tapovans (forest colonies) as ideal educational setting and is in opposition to the colonial sch...
In 1912, Tagore bought a house with a lot of land (Surul) that later becomes famous with the new name “Sriniketan” (“Place of Wellbeing”). He sent his son Rathindranath there, who was trained in agriculture in America, to improve village life. Yet an outbreak of malaria stopped the program which only regained new life when the American Leonard Knig...
Beyond Bengal 537. of caste exclusivity that had traditionally. of knowledge and schooling.6. Caught in between these developments was women. This project has often assumed relative rarity of education for women until as a site of contention between native voices, the function of nineteenth-century reforms.
the model of Tapovana education in 1901 and renamed as Patha Bhavana in 1924. It is a co-educational and residential school, which still upholds the Tagor e’s idea of educational philosophy in a ...
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Sep 18, 2023 · In 1901, Rabindranath started a Brahmacharyaashrama, which was later known as Patha Bhavana in 1925. In 1921, he founded Visva Bharati. Initially a small school for the study of Indian culture and ...
