Author: Ruma Mukherjee
DOI Link: https://doi.org/10.70798/Bijmrd/04010016
Abstract: This paper explores the educational philosophy of Rabindranath Tagore and examines its relevance to the present Indian education system. Tagore viewed education as a holistic process that should develop the intellectual, emotional, moral, and creative abilities of learners. He strongly believed that education should not be limited to bookish knowledge or examination-oriented learning. Instead, it should be connected with nature, culture, art, and real-life experiences. According to Tagore, true education helps individuals understand themselves, respect others, and live in harmony with nature and society.The study highlights Tagore’s emphasis on freedom in learning, creativity, self-expression, and the importance of the teacher– student relationship. He advocated child-centred education where learners are encouraged to explore, question, and think independently. His experiment at Santiniketan reflected his belief in open-air learning, internationalism, cultural exchange, and value-based education. These ideas challenged the rigid and mechanical education system introduced during the colonial period.In the context of the contemporary Indian education system, Tagore’s philosophy remains highly relevant. Present-day education faces challenges such as excessive focus on examinations, rote learning, stress among students, and neglect of creativity and moral values. Tagore’s ideas support current educational reforms that emphasize experiential learning, inclusive education, multidisciplinary approaches, and holistic development of learners, as reflected in recent policy frameworks. This paper concludes that integrating Tagore’s educational philosophy into modern educational practices can help create a more humane, creative, and learner-friendly education system in India. His vision continues to inspire educators to balance knowledge, values, and creativity in the process of education.
Keywords: Rabindranath Tagore, Educational Philosophy, Indian Education System, Holistic Education, Value-Based Learning, Experiential Learning
Page No: 113-119