Tagore as international educationist: The Bond of Relation read at New Delhi at the ICWA conference on May 9, 2013, to be published, Rabindranath Tagore-envoy of India: His Vision of India and the World. Education for fullness: A study of the educational thought and experiment of Rabindranath Tagore.
Copenhagen: Danish School of Education Press.
The struggle for the people: Five hundred years of Danish history in short. Chennai: Indira Gandhi National Centre for the Arts (IGNCA) and National Folklore Support Centre (NFSC).Įlmhirst, L. Kaushal (Eds.) Folklore, Public Sphere and Civil Society. ‘Santiniketan: Birth of an Alternate Cultural Space’. Rabindranath Tagore: An interpretation (p. Rotterdam: Sense Publishers.īhattacharya, S. Education for the people: Concepts of Grundtvig, Tagore, Gandhi and Friere. Kolkata: Ghosaldanga Bishnubati Adibasi Trust.īhattacharya, A. Celebrating life: The santal experiment in freedom (1996–2006). In The Visva- Bharati Quarterly, (henceforth VBQ) 50(1–4), 153.īaski, B., & Bhattacharya, K. Tagore and Gandhi: The Poet and the Pragmatist. O’Connell (Eds.) Rabindranath Tagore: Reclaiming a Cultural Icon, Kolkata, Visva-Bharati.Ītkinson, D. ‘Claiming and disclaiming a cultural icon: Tagore in East Pakistan and Bangladesh’. This chapter also critiques the poet’s plan in the context of the present. The isolated strands-education of the body and the senses education of the intellect education of the spirit and cultivation of feeling education and nature education and internationalism/universalism and education for the extension of self that are analysed at the levels of idea manifestation and function. In this chapter, the various strands of Tagore’s philosophy have been isolated and then knit into a gestalt that describes the emergence of the complete individual and the fullness of the society to which the individual belongs. This is a lesson for us in the limitless possibility of a creative and productive mind. He sublimated his childhood memories of learning in a dreary, lifeless and joyless ambience of closed classrooms, insensitive teachers and unrealistic curriculum into the establishment of a unique school. Education informed all his other ideas and concepts some of which were nationalism, internationalism, truth, beauty, creativity and rural reconstruction. Rabindranath’s adventure in the ideas and practices of education was a long one, and for him, it was a way of life.
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