THE EDUCATIONAL PHILOSOPHY OF RABINDRANATH TAGORE AND RISHI AUROVINDA GHOSH Arpita Chakraborty Assistant professor of Krishnanagar B.ED College Abstruct This paper deals with the educational philosophy of guru Rabindranath Tagore and sri Aurovinda Ghosh. The writer tried to light on the vision, mission, and contributions of both of these great men. Tagore s contribution as a philosopher and thinker is described. Similarly rishi Aurovindo emphasised that the main aim of education is to promote spiritual development. According to him every human being has some fragment of divine existence within himself and education can scan it from each individual with it s full extent. It is an effort to compare the views of both these men and to analyze what is common in the thoughts underlying their philosophy. Though both hailed from different streams their thoughts on education had benefitted mankind immensely. Keywords : Educational philosophy, Teaching method, Curriculum, Life divine, Spiritual development INTRODUCTION: The definition of true education is a very debatable concept about which the agreement has to be yet established. Generally we denote by the word education the system of education received by us during our school and college days. But is this denotation is appropriate? If yes, then education will stand just for bookish knowledges encouraged by our traditional educational institutes. Education certainly not means that. In its true sense, education should be that training, both mental and physical, of the children, which will enable them to reveal their internal capabilities as well as introduce them with the knowledge of all things belonging in this vast world. According to swami Vivekananda, by which education we learn to control and dominate our moral wills and to limit their speed completely that education should be considered as the proper kind of education1. It will encourage the pupils not only to learn from books, but also from nature. Because a person, who does not believe that nature is the best teacher of a child, is actually rejecting one of the most significant principles of education. A child, deprived from the nature, is unable to utilize his bookish information due to lack of appropriate training. In books, he will learn the process how to acquire and memorize some information, but unable to know about their utility; however in nature he will both learn the fact as well as its usage. Thus, the prospective of education over our whole life seems quiet vast; as it does not remain limit only within the small boundary of books, but expanded throughout our whole lifeexperiences. In this present paper, the writer tried to compare between the educational philosophy of Sri Aurobindo and Tagore, whose writings will help us to understand properly the true picture of our present educational conditions and also to reform it whenever found necessary. It has been a great concern for educators nowadays to evaluate the theory of education. Many Western educators and philosophers of 2 education have tried to understand educational theories not just as mere theories less concern with actual practice, but as a real structure and framework which provide practical guidelines for educational practice. IJRAR1903289 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 278
OBJECTIVES i) To compare the educational aims, curriculum, teaching methods, the teacher-pupil relationship and school organisation proposed by Tagore and by Aurobindo. ii) To discuss the merits and demerits of the educational philosophies of Tagore and of Aurobindo. iii) To suggest educational implications of the philosophical thoughts of Tagore and of Aurobindo in the present context. METHODOLOGY: This study has made use of analytical and comparative methods. It has undertaken analytical and comparative study of the literary works of Tagore and Aurobindo as also of certain other thinkers. Rabindranath Tagore on education Tagore was born on 6th may 1861 in Bengal in a prosperous family. At primary level his father provided him education in Sanskrit language, Indian philosophy & Astronomy. For higher education he was sent to Bengal Academy where in he developed an aversion to the prevalent dull rigid and dull education. He was then sent to England where in he left it and further studied on his own. He gradually started writing in magazines etc. He turned into a poet, dramatist, philosopher and painter. He was then awarded the title of Gurudev He got the Nobel prize as he translated Gitanajali in English. The Indian govt. awarded him with the degree of Doctorate in1915 which he eventually gave away after the Jallianwala bagh incident. He established Vishwa Bharti on 22nd sept,1921 whose aim was to create a synthesis of he east and west. He died in 1941. His Philosophy As a Vedantist:He had a firm be lief in the philosophy of veda. He believed in I am Brahma There is a spiritual bond between man and man. As an Individualist: he believed in giving right type of freedom to individual. Every individual is unique As an Idealist: He believed that the man should live for the ultimate truth which liberates us from from cycle of birth and death had faith in absolute values. As a Spiritualist: He believed that every individual should try to attain spiritual perfection. As a Humanist: He preached human brotherhood, having faith in fundamental unity of mankind. He remarked that even God depends upon man for perfecting his Universe. As a Naturalist: He considered nature as a great teacher God revealed himself through various forms, colors and rhythm of nature. Tagore s Internationalism: He was an ardent prophet of world unity. He believed in world brotherhood. AIMS OF EDUCATION According to Tagore, God reveals himself through nature more effectively than through man made institutions. Hence,the education of the child should be under natural surroundings so thathe develops love for all things around him According to Tagore, "That education is highest which not only imparts information and knowledge to us, but also promotes love and follow feeling between us and the living beings of the world Concept of Education- the real living directly is true education. It not only promotes the acquiring of some knowledge but develops the curiosity & faculty of learning and knowing so powerfully that no class room teaching can match it. Moral &Spiritual Development Education should strive for a number of moral and spiritual qualities like self discipline, tolerance, courtesy and inner freedom Development of all faculties Chief aim of education should be the drawing out of the latent faculties of the child. To him a child is more 3 important than himself problems hence he opposed the crushing of the child's individuality. Hence he should be given full freedom International Brotherhood Though Tagore was a individualist yet he believed IJRAR1903289 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 279
in socialism, internalism. According to Tagore individual should develop to the fullest extent and then he should contribute his best to the promotion of international welfare. CURRICULUM 1.Subjects: Literature and languages, Mother tongue, other Indian Languages and other foreign languages; Mathematics; Natural sciences such as Botany, zoology,physics,chemistry, general science; health education; Social Sciences like geography, history, civics, economics, and Sociology; Agriculture and Technical Subjects; Arts, Music, Dance etc.; Philosophy; Psychology and Religion Broad-based Curriculum Activities and Occupations: Dancing,Dramatics,Music,Games and Sports,Drawing and Painting,Excursions, Agriculture and Gardening,Regional Study,Laboratory work Social Service 3. Actual living and Community Service Broad-based Curriculum Education through emotions through music, fine arts, painting, dance, dramatics and crafts 2. Education through mother-tongue but was not against of English language 3. Manual training for spiritual aspect found God in the labourer, the path-breaker and the tiller 4. Physical and Social Sciences real legacy is the cultural heritage of the whole community Curriculum : Other views TEACHING METHODOLOGY Teaching by Walking The mind in the class room does not remain active Hence by walking the mind remains active awake, hence the child easily grasp things Teaching by walking is the best method of education Discussion & Question Answer Real education is based on real problems of life hence questionanswer method is effective wherein the teacher put the questions & ask the students to participate in discussions. Thus they gain essential knowledge Activity Method This method is of great importance because it activates all the faculties of the body & mind. In Vishwa Bharti, he made compulsory the learning of handicraft. He allowed any physical exercise or activity even during the class teaching QUALITIES OF TEACHER 1. Tagore gave an important place to teachers and asked them to carry out the following activities. 2. Believing in purity and in his own experiences, innocence of child, the teacher should behave with him with great love and affection, sympathy, affection. 3. Instead of emphasizing on book learning, the teacher should provide conducive environment to the child so that he engages himself in useful and constructive activities and learn by his own experiences.the teacher should always be busy with motivating the creative capacities of the children so that they remain busy with constructive activities and experience. Education can be successfully imparted by understanding childhood and giving oneself totally in love and union with it How the teacher is? SRI AUROVINDA ON EDUCATION SRI AUROBINDO:SOME CONTRIBUTIONS TO EDUCATIONAL THINKING DEFINING EDUCATION: Education for him is idealistic; education must be based uponvedantic philosophy of Uphanishads. Education is not only acquiring information, butacquiring various kinds of information. It is building the power of human mind and spirit. Education must not only be faithful with the past but the developing soul the future need, to the greatness of the coming self-creation and to the external spirit. SRI AUROBINDO:SOME CONTRIBUTIONS TO EDUCATIONAL THINKING AIMS OF EDUCATION He emphasized that education should be in accordance with the needs of our real modern life. Education should create dynamic citizens so that they are able to meet the needs of modern complex life. Physical development and holiness are the chief aims; he not only emphasized mere physical development, but 4 physical purity also.the aim of education is to train all the senses: hearing, speaking, listening, touching, smelling and tasting. IJRAR1903289 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 280
SRI AUROBINDO:SOME CONTRIBUTIONS TO EDUCATIONAL THINKING AIMS OF EDUCATION To achieve mental development of the child; the enhancement of all mental faculties namely; memory, thinking, reasoning, imagination and discrimination. To develop morality, because merely developing the mental is harmful to human process. Heart of child should be so developed as to show extreme love, sympathy and consideration for all living things; this is real moral development. SRI AUROBINDO: SOME CONTRIBUTIONS TO EDUCATIONAL THINKING AIMS OF EDUCATION Development of conscience is another important aim of education that needs emphasis according to Aurobindo. Education should develop the levels fully and harmoniously. He emphasized that the foremost aim of education must be the promotion of spiritual development. SRI AUROBINDO: SOME CONTRIBUTIONS TO EDUCATIONAL THINKING CURRICULUM TRANSACTION Aurobindo prescribed free environment for the child to develop all his latent faculties to the maximum and suggested all those subjects and activities should posses elements of creativity and educational expression. Principle for Curriculum Development Curriculum should be in such a way which child find as interesting. It should include those entire subjects which promote mental and spiritual development. It should motivate children to attain knowledge of the whole world. It should contain creativity of life and constructive capacities. SRI AUROBINDO: SOME CONTRIBUTIONS TO EDUCATIONAL THINKING CURRICULUM TRANSACTION Curriculum for Different Stages of Education q Mother tongue, English, French, Literature, National History, art, painting, General science, Social Studies should be taught at primary stage. Mother tongue, English, French, Literature, Art, Chemistry, Physics, Botany, physiology, health education, social studies at secondary stage. Indian and western Philosophy, history of civilization, English Literature, French, Sociology, psychology, history, chemistry, physics, botany at University Level. Art, painting, photography, sculptural, drawing, type, cottage-industries, mechanical and electrical engineering, nursing at vocational level SRI AUROBINDO: SOME CONTRIBUTIONS TO EDUCATIONAL THINKING TEACHER-TAUGHT RELATIONSHIP Principles of Good Teaching The first principle of true teaching is nothing can be taught ; the teacher is not an instructor or task-master but a helper and a guide. The role of the teacher is to suggest not to impose; he does not train the pupil s mind, he only shows how to perfect the instrument of knowledge within. A teacher does not impart knowledge; he shows him how to acquire knowledge for himself. He had a firm be The teacher does not call forth the knowledge that is within; he only shows students where it lies and how it can be habituated to rise to the surface. RELEVANCE OF TAGORE S EDUCATIONAL THOUGHTS IN INDIAN EDUCATION Tagore is critical of the prevalent system of education which lays role emphasis upon bookish learning. The intellectual aim of education, according to him, is the development of the intellectual faculties which should be developed through education. These are the power of thinking and of imagination.tagore s educational ideas have been shared by other educationists and many of his innovations have now become part of general educational practices, but his special contribution lay in the emphasis on harmony balance and total development of personality.the visionary and the great educationist in Tagore solved the problem 5 of today as far back as fifty years. Economic forces compel the teachers of today to look for pupils, but in the natural order of ting it is the pupil who should look for the teacher. The teacher student relationship IJRAR1903289 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 281
designed by Tagore is a model in this context. It became one of earliest coeducational programs in South Asia. It s establishment led to pioneering efforts in many directions, including model for Indian higher education and mass education as well as pan Asian and global cultural exchange. As one of the earliest educators to think in terms of the global village, Tagore s educational model has a unique sensitivity and aptness for education within multi-racial, multi-lingual and multi-cultural situations amidst conditions of acknowledged economic discrepancy, political imbalance and social evils. RELEVANCE OF AUROVINDA S EDUCATIONAL THOUGHTS IN INDIAN EDUCATION In this context Sri Aurobindo s Teaching and Philosophy is utmost important if Human being wants to live in peace and harmony. He is very much relevant in this Twenty first century where Science and Spirituality should go side by side. The scientific development which is putting eye only in the materialistic progress will not be able to achieve the permanent peace in the world but simultaneously it is very much necessary to uplift the human being through spirituality.sri Aurobindo said, The most vital issue of the age is whether the future progress of humanity is to be governed by the modern economic and materialistic mind of the West or by a nobler pragmatism guided, uplifted and enlightened by spiritual culture and knowledge. Though, the present civilization has surpassed many crossroads but real change and progress can be attained through the both simultaneously, Spiritual and Scientific culture. He expressed his views on the change of human life: To hope for a true change of human life without a change of human nature is an irrational and unspiritual proposition. Also he wrote, As man moves towards spiritual freedom, he moves also towards spiritual oneness. Most of human being is now engaged in Search of Happiness but True happiness lies in the finding and maintenance of a natural harmony of spirit, mind and body as the saint Sri Aurobindo said. Unless we change our life-style according to Yoga, and desire only to have materialistic achievement we will wander in the earth like a blind who has lost not only his external sight but internal also. To save the mother earth and humanity, we must follow the Philosophy and Teachings of Sri Aurobindo. Major findings of this study are as follows 1) Both Tagore and Aurobindo emphasised 'truth', 'beauty' and 'goodness' as the main ideals of education. They stressed that education must develop equally the body, the feelings and the intellect. 2) Both advocated that the medium of education must be the mother tongue. 3) Education must be based on Indian culture, literature and fine arts and due importance be given to cocurricular activities. 4) Both Tagore and Aurobindo were supporters of women's education. They emphasised that there should be no differential curricula for boys and girls. 5) Both thinkers supported religious education. They defined religion as love and respect for all mankind. 6) Tagore suggested that education must be achieved through nature. However Aurobindo opined that books were important for providing systematic knowledge. 7) As regards teaching methods both thinkers advocated psychological methods. Aurobindo also suggested the "Successive Method of Teaching". 8) Both felt that the teacher must be a guide for the students. 9) Both favoured residential schools located in a peaceful environment, preferably in the lap of nature. 10) Both preferred self-discipline CONCLUSION: After an in depth study and analysis of the educational philosophies of both Rabindranath Tagore and Rishi Aurovinda it is observed that, both these great educationists had regarded education as the best and most 6 effective weapon for the modernization of our society. Though they hailed from different spheres of life, they envisioned the uplift-ment of the human civilization through education and supported the incorporation IJRAR1903289 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 282
of different ideals of democracy in to education. Their educational thoughts and philosophy still belong to the 21st century and can be considered as quite relevant because whatever they advocated still found a place in the hearts and minds of countless modern minds. Quite aptly these two giants of education can be considered as the exponents of modern Indian education. Their contribution to make our education system, what it is today, is unparallel and unforgettable. REFERENCES Rabindranath Tagore, Gitanjali, Vohra Publishers, Allahabad-2010. Jalan, R.V. (1976Tagore-His Educational Theory and Practice and Impact on Indian Education. Ph.D. Dissertation, University of Florida, U.S.A. Joshi, S. (2006) Great Indian Educational Thinkers, Author Press, Delhi. Agarwal J.C. (2011) Basic Ideas in Education, Shipra Publication, Delhi. The Report of the University Education Commission, 1948-1949 Ministry of Education, Govt. of India. Behera, D.K. (2010) Ray, S. (1961). Portrait of a Man, A Centenary Tribute to Tagore, Courier, UNESCO. On Women : Compiled from the writings of Sri Aurobindo and The Mother, Sri Aurobindo Society, Pondicherry, 2004. Pavitra (P. B. Saint-Hilaire), Education and The Aim of Human Life, Sri Aurobindo International Centre of Education, Pondicherry, 2002. Sharma, Ram Nath, Text Book of Educational Philosophy, Kanishka Publishers Distributors, New Delhi, 2000.Sri Aurobindo and The Mother On Education, Sri Aurobindo Ashram, Pondicherry, 2004. Sri Aurobindo and The Mother On Physical Education, Sri Aurobindo Ashram, Pondicherry, 2002. IJRAR1903289 International Journal of Research and Analytical Reviews (IJRAR) www.ijrar.org 283