By Kumkum Bhattacharya
This new addition to Springer’s sequence on Key Thinkers in international schooling tracks the highbrow and philosophical trip of a trail-blazing innovator whose principles have fired the imaginations of innovative educationalists for nearly a century. The volume’s in-depth research of the tutorial philosophy of Bengali polymath Rabindranath Tagore bargains an unrivalled specialise in his hugely influential views.
Tagore—poet, internationalist, humanist, and the 1st non-European to win the Nobel Prize for literature—lived at the cusp of swap among momentous centuries in global civilization and foresaw the dissolution of colonialism and the globalization of tradition. His principles on schooling put the artistic person on the centre of the hunt for wisdom. Eschewing the unreal differences among easy and better studying, he endorsed the significance of sowing the seed of humanism as early as attainable, and fostering the individual’s delight in schooling in addition to their braveness to problem conventions. In doing so, he expected the trendy obstacle with severe pondering even as he used to be encouraging independence of concept and motion as a counter to colonial oppression and condescension. Concise but thorough, this quantity on the most unique thinkers of the final century covers each element of Tagore’s hugely unique academic philosophy.
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Additional resources for Rabindranath Tagore: Adventure of Ideas and Innovative Practices in Education
His literary work so far was based purely on idea and imagination. He now had the opportunity of living in close proximity to the life of the common folk. He had a direct and intimate experience of the life of the poor achieving an authentic knowledge of their social problems, their customs and rites and their general social manners. ’39 This was the time that he contributed extensively to the magazine called Sadhana that had replaced Bharati. In Selaidaha and Patisar, the locations of his family estates, Tagore started to think about education and looked for ways and means to provide education to his children.
P. 13. My Reminiscences, op. cit. p. 29. 40 Interview of Tagore by the Special Commissioner of The Christian Commonwealth, 21 May, 1913, EWRT2, op. cit. p. 616. 41 RNT, ‘Asrama Education’ op. cit. p. 11. 42 RNT, ‘Religion of the Forest’, Creative Unity, EWRT2 op. cit. pp. 511–512. 4 The Cardinals of the Asrama 43 into this world to accept it, not merely to know it. We may become powerful with knowledge, but we attain fullness by sympathy. …From our very childhood habits are formed and knowledge is imparted in such a manner that our life is weaned away from nature and our mind and the world are set in opposition.
40. Boyhood Days, tr. Radha Chakravarty, 2007, p. 42. 5 RNT in My Reminiscences, op. cit. p. 54, refers to Michael Madhusudan Dutt, poet before Tagore’s time who wrote the masterpiece Meghnadbadkavya, based on an episode from the Ramayana in blank verse using a kind of Chaucerian Bengali. 4 RNT, 34 3 Progressive Ideas and the Idea of the Tapovana decade of the nineteenth century through the proliferation of the printing press brought about the publication of primers and other books. There was some children’s literature in the form of story books that were published with publication houses dedicated to one or more genre of literature.
Rabindranath Tagore: Adventure of Ideas and Innovative Practices in Education by Kumkum Bhattacharya