Rabindranath Tagore was an Indian philosopher and educator who developed a humanistic philosophy of education based on the concept of the universal man. He founded educational institutions including Brahmacharyasram in 1901 and Vishwabharathi university in 1921 to put his progressive educational ideas into practice. Tagore emphasized integral development of the physical, mental, emotional and spiritual qualities in a natural environment with freedom, harmony and balance. His educational institutions aimed to revive rural communities and foster international understanding between East and West.

1. Educational thought of Rabindranath Tagore
Content:-
 Introduction.
 The concept of universal man.
 Aims of Education.
 Aims and foundation of Vishwabharathi.
 Tagore’s comprehensive system.
 Freedom and Growth.
 Natural environment.
 Need for social environment.
 Reviving the rural Institutions.
 Critical estimate.
 Conclusion.
 References.

2. Rabindranath Tagore
Introduction:-
Among the contemporary Indian philosophers of education Rabindranath
Tagore, holds eminent position. The may be called as humanist in the strict sense
of the term. His Humanist approach is not materialistic but integral in Nature. His
philosophy is cosmopolitan Humanism and his theory of education is directly
deduced from this philosophy.
The concept of Universal man
Rabindranath Tagore says-Truth in the infinite pursed by science, while
reality in the definite of the infinite which relate truth to the person. Reality is
Human.
 He says Reality, in all its manifestation reveals itself in the emotional and
imaginative background of our mind.
 The concept of Universal man in his philosophy agrees with the cosmic vision
of divine in Gita. The universal man is at the back of all movements, all change,
all order and system in the universal. Man is very much a part of him. Man and
nature cannot be conceived separate from God. The universal man includes
both Tagore explaining this meaning of the universal man said “This
personality which is the conscious principle of one man, the center of

3. relationships in the reality. Therefore the ultimate object of attainment. I must
emphasize this fact, that this world is a real world is a real world only in its
relation to a central personality”.
According to Tagore God us the perfect person, Human being are persons in an
imperfect sense. While man is an individual god, god is universal man. He is the
supreme person. This supreme person is in two forms Saguna and Nirguna. Both
are two aspect of the same universal man god is the perfect idea type of man. He
possesses Human qualities. Tagore says, “All qualities find their suggestion in
god”.
Aims of Education:-
1. Rabindranath gives spiritual approach to Education. He considers that the aim
of education is self-realization.
2. Tagore’s philosophy is very much influenced by the Indian Scriptures like the
Gita and Upanishads.
3. He synthesizer the ancient vedhanthic tradition with the modern scientific
attitude in formulating the goal of education.
4. Integral development:-
Tagore approach to education is humanistic and him approach to ultimate
reality is integral.

4. 5. Physical development:- According to Rabindranath, education of the body in
the real sense, does not exist in play and experience but in applying the body
systematically to some careful work, pointing out the value of physical
activities in the child’s education.
6. Mental development:- The intellectual aim of education, according
Rabindranath is the development of the intellectual faculties such as logical
thinking critical appraisal and annihilation.
7. Harmony with environment:- The student must learn to live in harmony with
the environment. Rabindranath says “True education cosmists in knowing the
use of any useful material that has been collected, to know its real nature and to
build along with life a real shelter for life.
8. Education and livelihood
Tagore says “knowledge has two departments. One is pure knowledge and the
other is utilitarian knowledge. Whatever is worth knowing is knowledge it
should be known equally by man and woman, not from practical utility, but for
the sake of knowing the desire to knowing is the law of nature.
He emphasized that the real aim of education should be to develop men and
women, who may be able to fulfill the needs of the country. Main aims of
education is to prepare the individual for the service of the country.

5. 9. Theory and practice
Rabindranath Tagore was not merely a thinker and dreamer. He put in to
practice. His educational ideas by starting three Institution Shantiniketana,
Vishwa bharathi and Sri Niketana.
The three institutions displayed a discernible pattern of growth and expansion
illustrating their underlining creative unity.
Shantiniketan
Shantiniketan was started on a small scale with a school and boarding home.
It was called as Brahmacharyasram and Inaugurated on 22nd December 1901 its
aim was to provide all round development of the students.
Vishwabharathi:-
Rabindranath wanted to build up an educational Institution for integrating
the East and the West. Such a place was developed in the form of
Vishwarabharathi at Shantinikethan.
Aim & functions of vishwabharathi
Being strongly impressed with the need and responsibility which every
individual must today realize according to his power. The formed the nucleus of an
international University in India, as one of the best means of promoting mutual
understanding between the East and West.

6. Thus Vishwabharathi was developed as a center of Indian culture, Eastern
culture international culture and center for mass welfare and rural reconstruction.
This ideal is being realized through the efforts of both the teachers and students.
Tagore’s comprehensive system
The lays emphasis on physical mental moral, religious, spiritual in fact all
the aspect of man’s education.
The curriculum in Tagore’s educational Institution is not fixed but changes
according to the needs of the students. His only emphasis is on life, life of
individual of the rural masses of the poor Indian and that of man as a member of an
international community.
Freedom
He believes in complete freedom of all types Freedom of intellectual
decision knowledge, action and worship. This freedom can be achieved by the
practice of Equanimity harmony and balance.
Freedom and Growth
According to him educational process is mainly functional with activity as
its basis Teacher and the taught must be always active and both learning and
practice should go together.

7. He thinks Discipline in the school should be self-imposed. The education is
allowed to commit mistakes and learn through them.
Rabindranath was also against the present system of educational evaluation.
The also feels that invigilation is unnecessary and the examinees may themselves
take their question papers and answer them.
Natural Environment:-
Education according to Rabindranath should be imparted “in an Institution
when the first great lesson is the perfect union of man and nature, not only through
love but through Active communication it can be had unobstructed.
Need for social environment
The social environment makes the surroundings of the children in which
they fulfill their needs and drives and develop their beliefs and ideas.
The impact of the Relationship between the educator and the educand is the
one hand and the educand and his companions of the other if this relationship is
based upon love. Sympathy and mutual Understanding the educand easily develop
moral virtues.

8. Reviving the Rural Institution
He gave importance to community entertainment programmer and singing of
religious Kirtanas and Bhajans.
The community fairs organized in villages from time to time is also means
of education. These fairs who give scope for exchange of skills in vocational
trades. To make the education mass oriented the means of education should who be
indigenous and easily available in the rural areas.
Critical Estimate
In Rabindranath’s philosophy of Education man is the center of all his
thinking his philosophy religion, literature poetry, social activities, educational
programmer he is a humanist in the real sense. He is not a naturalistic Humanist.
He can be considered as an integral humanist.
Tagore is a nationalist, but at the same time he is a true internationalist. To
him the ultimate god is the universal man and the only aim of all man’s activities
was the realization of this god. His aim is universal regeneration and his
educational system is a means to achieve this aim. Tagore therefore, bases his
educational system on essential human virtues, such as freedom purity, sympathy,
perfection and universal brother hood. Tagore wanted to build up educational
institution with the noble ideas.

9. He studied different problems of Indian society particularly that of rural
people. His educational system was a synthesis of east and west ancient and
modern and happy blend of science and Vedanta, it is because of its noble vision
national leaders like Mahatma Gandhi, eminent educationalists considered
Vishwabharathi as the true representative of India.
Humanyun kabir, one of the eminent writers and thinkers of modern India
wrote “Rabindranath Tagore was one of the Greatest Humanists that the world has
known. The key note of his life was resistance to tyranny in all forms. He struggled
economic exploitation, political subjugation, social Inertia and Injustice and
religious intolerance and insensitiveness”.
Humanism of Rabindranath is generally expressed in his literature. In his
work he laid emphasis upon the uniqueness of human individual his greatness in
the world of living beings and his intimate relationship with god.
He tried to build up an ideal educational system and experimented in all its
branches such as aims, medium, means curriculum administration and
extracurricular activities.

10. Conclusion:-
A reading of Tagore’s writings on education encourages as rethinking this
prioritization. His pedagogical approach of the “method of nature” could inspire us
to accept a deceleration of learning and the simplification of living as the most
forward-leading approach. This is not only elitist approach in his engagement for
educationally deprived people Tagore never cut their education down to the mere
basics but made sure that culture and joy were included in their learning which
strengthened them in their self-worth and empowered them.
Tagore’s school and university exist until today many aspects of his
institutions have changed. But pupils still have their classes under trees. Tagore’s
festivals are celebrated and music and the arts form a crucial part of the live of the
students.

11. References:-
1. Meogi P (Ed) Rabindranath Tagore on art and aesthetics P. 76.
2. Tagore R. N the religion of man (London: George Allen and Unwin 1932).
3. Indian philosophy of Education.
4. Tagore R. N. ‘Amar Dharma’.
5. Tagore R. N Gitanjali song11 (London, Macmillan and co 1962).
6. Tagore R. N. Personality (London-Macmillan and co 1954) P. 98.
7. Karma Yoga Santiniketan XIII series.
8. Siksar Herpher P. 8.
9. Rabindra Rachanavalli Vol XII P. 517.
10. Sabuj patra Vol. 2 (Srava 9, 1308 B.S) P. 30.
11. Tagore R. N. An eastern University P. 2.
12. Tagore R. N. The school master modern Review October 1924.
13. Tagore R. N. “A poets school’ viswabharathi Bulletin No. 9.
14. Bhattacharya. K. Rabindranath on Religion Homage from viswa Bharathi
P. 32.