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Tradition and Transformation: Tagore's Institutions as Models of Sustainable Education |
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| Paper Id :
18230 Submission Date :
04/10/2023 Acceptance Date :
21/10/2023 Publication Date :
25/10/2023
This is an open-access research paper/article distributed under the terms of the Creative Commons Attribution 4.0 International, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. For verification of this paper, please visit on
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| Abstract |
The concept of Sustainable Development has become
increasingly prominent over the last four decades, necessitating a reevaluation
of traditional development models. This paper revisits the prescient ideas of
Rabindranath Tagore, a 19th-century Indian polymath, whose work offers early
insights into sustainable living. It examines how Tagore's educational
philosophy integrates economic development with ecological consciousness and
social responsibility, a concept he actualized through the establishment of progressive
educational institutions like Visva-Bharati University. Through a comparative
analysis of Tagore's written works and the pedagogical practices at these
institutes, the paper elucidates the enduring relevance of his ideas in
contemporary sustainability discourse. The research demonstrates that Tagore's
holistic approach to education—encompassing local culture, environment, and
self-awareness—prefigured key principles of modern sustainability and offers
valuable lessons for integrating these into higher education. The findings
suggest that Tagore's institutions serve as living models of sustainability,
emphasizing the interconnectedness of humanity and nature, a concept deeply
rooted in Indian Knowledge traditions but often sidelined in Western pedagogy.
The paper argues that Tagore's vision, if more broadly adopted, has the
potential to reshape educational practices towards more sustainable outcomes,
advocating for a harmony with nature that counters the ecological
destructiveness of unchecked economic development. |
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| Keywords | Rabindranath Tagore, Visva-Bharati, Educational Philosophy, Shantiniketan, Indian Knowledge System, Education for Sustainable Development. | ||||||
| Introduction | The term ‘Sustainable Development’ first came into prominence in the World Conservation Strategy presented in 1980 by the International Union for the Conservation of Nature. But it was popularized and defined by the World Commission on the Environment and Development’s study Our Common Future (1987), known as Brundtland Report. Sustainable Development as the report suggests, seeks to meet the needs and aspirations of the present without compromising the ability of the future generation to meet their own needs1. This definition signifies the need for equity between and within generations to attain sustainability. It involves integrating economic, social, and environmental considerations into decision-making processes to ensure long-term well-being and prosperity2. |
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| Aim of study |
This research aspires to thoroughly explore the
enduring contributions of Rabindranath Tagore to educational philosophy,
emphasizing his sustainable and socially conscious approaches within
educational frameworks. A primary objective is to analyze how Tagore's
educational ideologies have been actualized in the institutions he established,
notably Shantiniketan, and to evaluate their role in fostering sustainable
practices. Furthermore, the study seeks to ascertain how modern higher
education institutions might adopt Tagore's vision by integrating his ethos of
sustainability and community engagement into their curricular and
extracurricular activities. In addition, the research will probe into the
effectiveness of Tagore's pedagogical techniques in bolstering the
environmental, economic, and social aspects of well-being in educational
practice and policy. Integrating these analyses, the research endeavors to
contribute to the academic discourse on sustainable development within
education, positioning Tagore's educational approach as an archetypal example
for current and future educational frameworks. |
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| Review of Literature | Education for sustainable development (ESD) plays a crucial
role in promoting sustainable development by equipping individuals with the
knowledge, skills, and values needed to address global challenges and create a
more sustainable future3. Agenda 21 (Earth Summit, 1992) was the first international document
that identified education as an essential tool for achieving sustainable
development. Education for Sustainable Development involves preparing
students by imparting the necessary knowledge, skills, and traits that enable
them to contribute to and thrive in a manner that ensures the preservation of
environmental, social, and economic stability for current and upcoming
generations. ESD involves incorporating key sustainable development
issues, such as climate change, biodiversity, poverty reduction, and
sustainable consumption, into teaching and learning4. It encompasses a participatory vision of sustainability,
enabling conditions for sustainability, competences for sustainability
transformation, pedagogies and learning strategies for ESD, and monitoring and
evaluation of ESD competences5. ESD aims to empower individuals to make informed
decisions and take responsible actions that contribute to a more sustainable
society6. Higher education institutions (HEIs) have
increasingly recognized the importance of ESD and have been incorporating it
into their systems, including education, research, campus operations, community
outreach, and assessment and reporting7. HEIs play a crucial role in preparing future
leaders, professionals, and citizens who can contribute to sustainable
development8. They have the potential to foster transformative
learning, which involves challenging existing beliefs and values and promoting
critical thinking and reflection9. Transformative leadership practices of
educational supervisors can also contribute to the sustainable professional
development of students10. However, there are challenges in implementing
ESD in higher education. The concept of sustainability is often contested, and
there is a lack of clarity between education about sustainable development and
education for sustainable development11. The term "sustainability" is sometimes used
interchangeably with "green" or "environmentally friendly"
in the literature12. There is also a need to overcome the assumption
that environmental science is the only place for studies about sustainable
development13. Additionally, there is a compressed space for
universities and staff to contribute to sustainable development14. Institutions of higher learning stand as hubs for the
dissemination of knowledge, cultivation of intellectual prowess, and conduits
for teaching and research. Their operations and very being are intrinsically
tied to societal responsibility, both directly and indirectly, as they are the
nurturing grounds for the workforce of tomorrow. It falls within the social
duties of these educational institutions to champion and implement
sustainability within their confines and in their extended environments.
Engaging with local communities to enhance knowledge application benefits not
just the communities themselves, but also enriches the scholarly activities of
the higher education institution15. Visva-Bharati founded by Rabindranath
Tagore is a torchbearer for sustainable practices and in the promotion of
sustainable development through education. |
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| Methodology | In conducting this historical research, the methodology
employed was multifaceted and designed to gather a comprehensive understanding
of Rabindranath Tagore’s educational philosophy and its sustainability
dimensions. Archival analysis was the cornerstone of this study, where various
historical documents, personal correspondences, educational treatises written
by Tagore, and records from the institutions he founded were meticulously
examined. These documents were sourced from the libraries of Shantiniketan and
Visva-Bharati University, as well as from national archives and databases
housing collections of Tagore’s works. In-depth literature reviews were
conducted to place Tagore’s educational practices within the broader context of
sustainability in education. This involved examining both contemporary and
retrospective critiques, interpretations, and discussions surrounding Tagore’s
pedagogical approach. Secondary sources included academic journals, historical
texts, and previous studies on the topic were analysed. To gain a deeper
insight into the implementation of Tagore’s educational philosophy, the study
also retrospectively analyzed the curriculum, teaching methodologies and campus
initiatives at Shantiniketan and related institutions. A qualitative approach
guided the analysis of the collected data. Textual analysis techniques were
applied to Tagore’s writings to extract themes related to sustainable
development and educational philosophy. Throughout this process, efforts were
made to maintain historical accuracy and interpretive neutrality, ensuring that
Tagore’s views were represented authentically and that the historical context
of his work was preserved. The insights garnered from this historical inquiry
were synthesized to formulate a narrative that connects Tagore’s legacy with
contemporary educational challenges and opportunities. Particular emphasis was
placed on uncovering the influences of traditional knowledge traditions within
Rabindranath Tagore’s educational and environmental ideas. The significance of
elucidating these traditional influences was twofold: firstly, to provide a richer,
more nuanced understanding of Tagore’s philosophy, and secondly, to reveal the
relevance and potential applicability of traditional knowledge in contemporary
sustainable education practices. |
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| Analysis | Tagore’s
Education Philosophy Rabindranath
Tagore, a distinguished 20th century Indian poet, philosopher, educator, and
social activist, is renowned globally for his significant contributions to
education. Often referred to as 'Gurudev', Tagore was deeply cognizant of the
prevailing socio-economic challenges and believed in addressing them through
education. Instead of a single comprehensive work on education, his insights
and perspectives are dispersed across various essays, letters, and speeches he
gave both in India and internationally. Additionally, he is celebrated as a
pivotal environmental thinker, with his literary works reflecting his profound
love and commitment to nature. Tagore's educational philosophy is centered on
three main ideas: active communion with nature and mankind, freedom, and
creative self-expression16. He believed that modern classroom
education was akin to "parrot's training," where students are
confined and forced to consume textbook pages, resulting in an artificial and
disconnected learning experience17. He feels that education has
"been separated from life's streams and confined within the four walls of
the classroom, becoming artificial and losing its value." Tagore argued
that education should be closely related to one's environment, culture, morals,
and personal growth18. Tagore's emphasis on active communion with
nature and mankind aligns with his belief in the importance of a curriculum
that reflects the love of nature and the preservation of a healthy environment
for future generations19. He saw education as a means to promote
international cooperation, starting with the educational field. This
perspective highlights the relevance of Tagore's vision of education in today's
globalized world. Freedom was another key aspect of Tagore's educational
philosophy. He believed in the freedom of the individual to explore and express
themselves creatively. This aligns with his view that each individual has a
unique manifestation of the Creator within them, which can foster unity not
only among humans but also with nature20. Tagore's emphasis on freedom
in education challenges contemporary pedagogues to consider the effects of
teaching methods and regimes on the development of individuals21.
Tagore's educational philosophy also resonates with the idea of holistic
education, which encompasses the heart and mind of the child. He emphasized the
close relationship between students and nature, as well as their relationships
with teachers and peers. This holistic approach recognizes the importance of
nurturing both intellectual and emotional growth in students. Tagore's ideas
continue to be relevant in today's educational landscape, as they challenge
conventional approaches and advocate for a more holistic and meaningful
learning experience. Tagore's vision of an ideal educational institution was
centered on the concept of a "Tapovan," a place situated in natural
surroundings where learning could flourish22. He believed that being
in close proximity to nature would enhance the learning experience for
students. This aligns with the idea that the educational environment plays a
crucial role in shaping students' perceptions and experiences23. In
terms of discipline, Tagore advocated for giving students autonomy to manage
their own affairs, which would foster a sense of responsibility and
self-reliance24. This approach is in contrast to the conventional
methods of education that rely on strict discipline and control. Tagore
believed that students should be trusted to take charge of their own learning
and personal development. Tagore's envisioned curriculum was holistic,
encompassing scientific, aesthetic, creative, spiritual, and vocational
elements25. He rejected the overemphasis on rote learning and
examinations, advocating for a more practical and experiential approach to
teaching. This aligns with the idea that a well-rounded education should go
beyond academic knowledge and include the development of various skills and
abilities. Furthermore, Tagore emphasized the role of the teacher in the
educational journey of a student. He believed that a teacher should not simply
be a transmitter of knowledge, but a guide who nurtures and inspires26.
Additionally, he believed that the teacher's attitude played a pivotal role in
the educational journey of a student. Tagore's emphasis on the teacher-student
relationship and the teacher's attitude towards teaching is also supported by
research that highlights the importance of positive teacher-student
interactions27. His ideas align with current research on the
importance of the educational environment, student autonomy, experiential
learning, and positive teacher-student interactions. By incorporating these
elements, Tagore aimed to create an educational system that nurtured the
overall development of students and prepared them for a well-rounded and
meaningful life. Tagore on
Sustainable Development Tagore's
perspective on sustainable development is evident in his emphasis on rural
revitalization and self-reliance in villages. He believed that villages should
not rely on external aid for their sustenance and should instead strive for
self-sufficiency28. Tagore championed the idea that rural
communities, guided by scientific knowledge and collaborative efforts, should
take responsibility for their own development initiatives. He envisioned a
society where villages and urban areas would form strong bonds based on mutual
trust and respect, working together towards economic progress and poverty
alleviation29. Tagore's focus on rural revitalization aligns with
the principles of sustainable development, which emphasize the enhancement of
life quality and the genuine growth of individual freedoms, rather than just
economic expansion. He recognized that the majority of India's population
resides in rural areas and prioritized their development and well-being. By
promoting self-reliance and autonomy in villages, Tagore aimed to create a
society devoid of poverty, starvation, and exploitation30.
Tagore's perspective on sustainable development also resonates with
modern development theorists who emphasize the importance of inclusive and
participatory approaches to development. He believed that development
initiatives should be guided by the collective efforts and innovative abilities
of villagers, fostering a sense of unity and shared responsibility. This
approach aligns with the principles of sustainable development, which emphasize
the importance of social inclusion, community participation, and collaboration.
Tagore drew many of his conclusions about development from the Upanishads. He
believed that God was present in both nature and humans, and that nature and
human life were interconnected and essential components of a unified whole31.
Tagore cautioned against disturbing the natural balance in an attempt to
satisfy our own desires, emphasizing the importance of preserving the delicate
harmony between humans and the environment32. He strongly opposed
development initiatives that disregarded human welfare, the natural world, and
the balance between humans and the environment, viewing them as self-defeating.
Tagore believed that those who recklessly destroyed trees were ultimately
digging their own graves33. Tagore's philosophy of education also
reflected his views on the interconnectedness of nature and humanity. He saw
nature as a manifestation of the Creator, Brahma, and believed that nature
revealed the presence of God more clearly than humans34. This
perspective highlights Tagore's deep reverence for the natural world and his
belief in its inherent value. Furthermore, Tagore's philosophy emphasized the
unity of all individuals and their connection to God. He believed that every
individual was an expression of God and therefore deserved to be loved and
respected35. This perspective underscores Tagore's belief in the
inherent worth and dignity of every human being. Visva-Bharati Visva-Bharati
University, founded by Rabindranath Tagore in 1921, aims to establish a relationship
between East and West and promote inter-cultural and inter-social amity and
understanding36. The university originated from the Santiniketan
Ashram, which was initially a school called Ashram Vidyalaya. Tagore envisioned
Visva-Bharati as a place where the world meets, symbolized by the university's
motto "Yatra Visvam bhavati ekamidam". The activities of
Visva-Bharati encompass cultural and educational endeavors, rural
reconstruction work, community service, and the development of village crafts
and industries37. Tagore's vision for Visva-Bharati was to
fulfill the highest mission of the present age, which is the unification of
mankind. Through this university, he sought to bridge the gap between the East
and the West and foster mutual understanding and harmony. The establishment of
Cheena-Bhavan (China House) at Visva-Bharati and the introduction of Chinese
studies in India were outcomes of Tagore's trip to China. This highlights the
university's commitment to promoting global engagement and cultural exchange.
Visva-Bharati University has played a significant role in the development of
education and libraries in the surrounding areas38. Tagore himself
was closely involved in the establishment of rural and institutional libraries
in the Santiniketan Sriniketan region, which is the birthplace of
Visva-Bharati. This demonstrates the university's commitment to intellectual
growth and knowledge dissemination. Overall, Visva-Bharati University
represents Tagore's vision of unifying mankind and fostering harmony among
different cultures and societies. Activities at
Visva-Bharati University 1.
Palli-Samgathana Vibhaga (earlier known as IRR) is working with nearby
villages to make them self reliant and encouraging revival of village arts and
crafts. 2. Rural Extension
Centre (REC), Dept of Adult, Continuing Education and Extension, is actively
working towards improving the conditions of nearby communities and villages. It
has also set up rural libraries and mobile literacy services. 3.
Visva-Bharati established Palli-Shiksha Bhavana Institute of Agriculture in
1963, promoting agriculture and farming and imparting knowledge to nearby
villages. 4. Silpa Sadan,
Centre of Rural Craft Technology and Design, works towards promotion of rural
crafts and industries. 5. Department
of Social Work engages the community on various issues, including
disabilities, health and hygiene, helping senior citizens, awareness of fatal
diseases and vaccinations. They also work against child marriage and other
social evils. 6. Department of
Education puts stress on community engagement and social responsibility.
Students teach children in village schools as part of their curriculum. 7. The
University has adopted more than 48 villages and is working towards their
welfare. 8.
Visva-Bharati is balancing the modern educational practices of competition in
its academic endeavors, while also abiding by Tagore’s ideals. 9. There are
many festivals and cultural events started by Tagore, which involved the
social, cultural, economic and sustainable development of the people in
Santiniketan and its surrounding areas keeping in mind the principles of
humanism, sustainability, self-reliance and urban-rural cooperation. 10. The events
work to spread awareness on many issues relevant to the local areas including
water conservation, soil fertility, agricultural conservation, tree plantation,
use of bio-fertilizers, animal husbandry and village handicrafts. 11. Some of
these festivals and events are Basant Utsav, Poush Mela, Magh Mela, Nandan
Mela, Sona Jhuri Mela or Kjoai Mela or Sonibar haat, Brikharopana Utsav,
Halakarshan etc. 12. Some other sustainable practices at Visva-Bharati include Gandhi Puniyah, Shilpotsav, Sabujayan, Samavartana, Varsha-Shesh etc. |
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| Conclusion |
Tagore’s views on economic development and its effects on the
Nature, shows that he was amongst the earliest thinkers on sustainable living,
much before the modern development thinkers. His ideas in education were way
ahead of his times and he put them into practice and created world class
institutions like Visva-Bharati, which continue to walk on the great path
started by Gurudev Rabindranath Tagore. Tagore’s vision transcends the
conventional confines of education, seeking to nurture the whole person in a
dynamic interaction with the environment, community, and culture. His
insistence on freedom of intellect and the cultivation of creativity and
critical thinking aligns with modern educational imperatives that are essential
for fostering sustainable development. Through this lens, education is not just
a tool for personal enlightenment but also a means for social transformation—a
transformative process that echoes the core principles of sustainable
development goals (SDGs). In the face of today's global challenges, such as
climate change, resource depletion, and social inequality, Tagore's education
philosophy provides a blueprint for creating more resilient and adaptable
learners. His advocacy for educational experiences that are deeply rooted in
one’s immediate environment yet open to the diverse influences of a globalizing
world reflects the balance needed to navigate the complexities of the 21st
century. As we continue to strive towards achieving sustainable development,
Tagore's integrative educational approach serves as a beacon of inspiration. It
compels us to rethink and re-imagine our educational systems not merely as
pathways to employment but as crucibles for nurturing responsible global
citizens capable of leading the charge towards a more just, sustainable, and
equitable world. Thus, Rabindranath Tagore's educational philosophy, with its
timeless relevance, continues to be an indispensable ally. |
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| Acknowledgement | Researcher is grateful to the University Grants Commission for the award of the Senior Research Fellowship. | ||||||
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