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ISSN No-22031-5063
Vol.1,Issue.III?sept 11pp.1-4
Research Paper
EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND RABINDRANATH
TAGORE: A COMPARATIVE STUDY
Santosh Kumar Behera
Assistant Professor & Head, Department of Education,
Jagannath Kishore College,
Purulia, West Bengal-723101,
ABSTRACT:
Mahatma Gandhi and Rabindranath Tagore, the names, which need no introduction, have many facets in the
creative, literary and cultural fields. Both Gandhi and Tagore are counted amongst the greatest educationists of the
world. The philosophies of education propounded by them bear great importance to the whole humanity. They were
well aware of the importance of education in building modern India. They not only enlightened India but also the
whole world by his outstanding personality and intellectuals. In this paper, the author wants to highlight the
educational philosophies of both M.K. Gandhi and R. N. Tagore.
Key Words: - Education, Educational Philosophy etc.
INTRODUCTION:
The mother India given birth to so many great heroes in her
country like M. K. Gandhi, Swami Vivekananda, Sri
Aurobinda, Rabindranath Tagore, Iswar Chandra
Vidyasagar, Raja Ram Mohan Roy, Mohammad Iqbal and so
on. In Indian reassurance they played very important role.
They dedicated their life for the sake of the country. M.K.
Gandhi the Father of the Nation and Poet Rabindranath
Tagore First Nobel Laureate in India are two among them.
Without M. K. Gandhi and Rabindranath Tagore we can't
imagine the modern India. They influence the modern India
through various aspects such as social, philosophical,
economical, cultural, political and educational to the great
extent. M. K. Gandhi and Rabindranath Tagore are per
excellence not only in India but also in the world. Both
follow same path of their life. Their educational ideas based
on love, peace and equity which combined the whole world.
They shine like a luminous star in the galaxy of intellectuals.
They were the torch-bearer of new light, new path and
humanism. Their educational philosophies are dynamic and
realistic. Their contributions in the field of education are
immemoriable and immeasurable.
OBJECTIVES OF THE STUDY:
1. To study the educational philosophy of Mahatma Gandhi.
2. To study the educational philosophy of Rabindranath
Tagore.
3. To compare the educational philosophies of Mahatma
Gandhi and Rabindranath Tagore.
1. EDUCATIONAL PHILOSOPHY OF M.K.GANDHI:
Gandhian education has been characterized as encompassing
the 3H (The Head, The Heart and The Hands). Gandhiji says,
“I would develop in the child his hands, his brain and his
soul” ('Basic Education', p.23). It is a dynamic side of his
philosophy of life. Gandhi regarded education as a potent
force for social reconstruction. According to him, education
is an activity which is necessary not only for social progress
but also for moral, political and economic development.
Gandhiji says, “Literacy is neither the beginning nor the end
of education. This is only a means through which man or
woman can be educated. Literacy in itself is no education”
('Harijan', July, 31, 1937). He gives the true meaning of
education as “By education, I mean an all round drawing out
of the best in child and man- body, mind and spirit”. True goal
of education, according to him is not intellectual but moral
and spiritual. “True education should result not in material
power but in spiritual force”. Gandhiji's aim of life is to make
a whole man. He divided the aim of education in two types
such as – (A) Immediate Aims of Education: There are
certain aims which are covered within our day to day life.
These aims are to be achieved through education. These are
Bread and Butter aim of education, Character Development,
Cultural Aim, Harmonious Development, Self Supporting,
Individual and Social Development, Complete Living,
Training for Leadership, Dignity of Labour etc. (B) Ultimate
Aim of Education: The ultimate aim of education is to realize
God or truth. Self realization is the highest aim of life. It is the
same aim of self realization. True education should result not
in material power but in spiritual force. It must strengthen
man's faith in god and not weakening it. Curriculum: In order
to fulfill the aim of education, he divided suitable
curriculum. He emphasized on the activity centred
curriculum instead of bookish curriculum. As such he
included the following subject in curriculum- Craft, Mother
tongue, Mathematics, Social studies, General science, Art,
music and drawing, Domestic science, Hindustani etc.
Methods of Teaching: Craft: Craft is the starting point of
teaching all other subjects. Activity Method: He emphasized
the principle of “Learning by doing” and activity method in
the field of teaching. Mother Tongue: Gandhiji emphasized
the importance of mother tongue as the medium of
instruction through which one can easily understand the task.
Correlation Method: According to Gandhiji basic craft is the
centre of education and teaching of all subjects should be
related to Craft. Besides craft, he also suggested other
methods of teaching such as learning by doing, learning by
living, experience method, co relation method, question –
answer method and discussion method. Discipline: Gandhiji
was not in favour of free discipline. Rather discipline is to be
attained through self control. He gave the idea of voluntary
discipline. This self discipline can grow in an ideal
atmosphere, an atmosphere of pure life, self restraint,
fearlessness and self sacrifice. Further, he laid stress on co-
operation through craft centred activity from which social
discipline will naturally emerge. Discipline springs from
within. He also advocated freedom for the child. Role of the
Teacher: Gandhiji says that the basic scheme of education
Golden Research Thoughts
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EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND RABINDRANATH TAGORE: A COMPARATIVE STUDY
Vol.1,Issue.III/Sept11
needs ideal teacher dedicated to impart education. The
teacher should be lover of truth and Ahimsa. He should
possess sound knowledge, and qualities like patriotism,
enthusiasm, dedication, love for children and labour. They
should be specially trained in the line recommended by the
basic scheme of education. They must be patriots, men of
character and nationalists.
2. EDUCATIONAL
OF
students to discharge civic responsibilities satisfactorily in
later life. He emphasized on the manual training for the
physical, intellectual, aesthetic and spiritual development of
children. Methods of Teaching: Tagore condemned the
artificial and mechanical methods of education. He
emphasized that methods should be full of life and vitality.
They should be based on the real problems of life. To him,
methods should bring out the development of the child
according to natural interests and tendencies. Existing
methods of teaching were completely rejected by Tagore. He
did not like to attain the formal school. Tagore considered the
following methods of teaching as proper and effective:
Teaching While Walking, Discussion, Debate and Question-
Answer Method, Activity Method, Heuristic Method etc.
Discipline: R. N. Tagore always emphasized on the inner and
self-discipline. Freedom and self-discipline are the watch
words of Tagore scheme of education. While living and
learning together their mind is disciplined in the calm and
quiet atmosphere. Perfect discipline prevails everywhere
because of family atmosphere. He believes in self-discipline
his creation, Visva-Bharati, is the centre which provides full
freedom to children. There should be no imposition or
control from outside. Role of the Teacher: Tagore gives a
dignified place to the teacher. He should possess ideal
character. The teacher according to him is like an ancient
Guru or Rishi. He should have love, sympathy and attention
for children. Tagore says, 'He who lost the child in himself in
absolutely unfit for the creative work of educating children.'
A teacher should be resourceful, up and doing and a man of
ideas. He says, 'A lamp can never light another lamp unless it
continues to burn it own flame'. Shantiniketan is unique in
establishing these living contacts between the teacher and the
taught.
3. COMPARISON BETWEEN THE EDUCATIONAL
PHILOSOPHIES
RABINDRANATH TAGORE:
Educational philosophy of Tagore is also a reflection of his
life. His love of nature and man and apathy for the then
system of education has a say on his principles of education.
According to Tagore, “The highest education is that which
does not merely give us information but makes our life in
harmony with all existence”. His educational philosophy
stands on: Freedom: Tagore did not like ancient educational
system. Because there is not available of proper teaching
equipments, trained teachers and school environment was
also not suitable. He wanted to provide children fresh air to
breathe through the provision of freedom and open
environment in education. He says that, “the child should be
as free as a bird who soars in the vast sky without any
hindrance”. Creative Self Expression: Education should try
to develop these creative abilities in children. For this,
Tagore suggested arts, craft, music, painting, drawing,
dramatics etc. in the curriculum. In Santiniketan, he
introduced the above subjects. Active Communication with
Nature and Man: Tagore advocated that education should be
imparted in a natural surrounding. God is manifested in
nature and man. So, education should enable the child to
realize his relationship with nature. As man is a social being
he must try to acquire social virtues like love, sympathy,
fellow feeling and cooperation. A child's all round
development is possible when he is in close contact with
nature. In Santiniketan we observe active communication
with nature and man in various activities such as: during
Basanta Utsav children are wearing Palash garland on his /
her neck and hands, children are studying under the shadows
of trees and open air, Hala- Karsan Utsav at Sriniketan,
Chhatim leaves given to the students at the time of receiving
degrees, Briksha Ropan Utsav etc. Internationalism: He
wanted to bring a unity of man in the world. This is his
internationalism or universal brotherhood. He wanted to
establish intimate link between the east and the west.
Education should thus promote inter-culture and inter social
understanding. This will pave the way for unity of mankind
or brotherhood of man. Except these, Harmony with all
Existence, Essential Unity of Mankind, Unity of Truth,
Humanistic approach to Education, Love for Children etc.
are also come under his philosophy of education. Tagore's
educational philosophy demands teacher's complete
identification with children. “One who has lost the child in
himself is totally unfit to undertake the task of educating
children”. Tag ore's Aims of Education: Physical
Development, Spiritual and Moral Development,
Intellectual Development International Understanding,
Education for Fullness, Realization of Brahma, Harmony
between Individual and Social Aim etc. are his aims of
education. Curriculum: Tagore introduced a new orientation
to the academic work by introducing practical and training
the emotions through art and craft, music and dancing,
drawing and painting, dramatist, gardening, handwork,
excursion etc. He suggested the study of languages,
literature, history, geography, science, music art etc. His
Visva-Bharati scheme of education is residential in nature
emphasizing on a social and community living to enable the
OF M.K.GANDHI
AND
R.N.TAGORE:
Similarities:
(1) Both M.K. Gandhi and R. N. Tagore were idealists. They
give importance to spirit, self or mind. It interprets man and
universe in terms of spirit or mind. They emphasize that
ultimate reality in the world is spiritual in nature. According
to them, education enables us to realize Supreme Truth,
Goodness and Beauty. (2) Both the thinkers were human
lover. They believed that understanding humanity will
enable us to reach the final goal of life. (3) Gandhiji
establishes the everyday reality of life in his system and
saves his education from the danger of escapism in any form;
he gives it a grip over the student mind which has so long
been the dream of all educationists. Tagore presents reality in
its largest perspective yet attained by man and saves
education from the danger of all narrow limitations of place
and time and people. (4) Both supported the child centred
education. It means child is the centre of whole teaching
learning process. Education is according to the needs,
aspirations, and abilities of child. The whole of the
curriculum comprises the real experience gained by the child
through work and play. All learning is correlated with the
activity of the child. They respected the personality of the
child. They believed that education is for the child and not
child for education. (5) Both M.K. Gandhi and R.N. Tagore
advocated life centred education. Education is must be
related to life. Life is education and education is life.
Education is a life long process. So education must be
according to life. Education must fulfill the aims of life. (6)
Both advocated activity method. Artificial school
Golden Research Thoughts
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PHILOSOPHY
EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND RABINDRANATH TAGORE: A COMPARATIVE STUDY
Vol.1,Issue.III/Sept 11
environment, stereotyped, decadent, bookish methods of
instruction were not favourable to them. They believed that
through activity all round development of the child can be
possible. So they proposed several activities like craft,
weaving, leather work, jumping, climbing the trees, plucking
fruit, clapping, dramatizing etc. (7) Both believed in hard
work. Through labour one can succeed in his / her life. They
believed “Duty is God”. (8) Both emphasized on mother
tongue as the medium of instruction. Mother–tongue
occupies a unique place in their scheme of education. They
did not favour English as the medium of instruction. They
favour mother tongue because the child grasps the content
clearly and communicates his ideas and understanding
effectively and naturally. (9) Moral education is favoured by
both Gandhi and Tagore. Education must aim at the
development of moral character of the child. (10) Gandhiji's
truth and non-violence are similar almost with Tagore's
message of love, joy and universal brotherhood. (11)
Gandhiji concentrates on the eternal problem of evil and
evolves a philosophy of action, something like simplified
version of Karma-Yoga suited to the needs and abilities of
each and every man; Tagore centres his philosophy on the joy
of life, the eternal Ananda of realization and expression
which does not exclude action. (12) Faith in Democracy:
Gandhi and Tagore both have strong faith in democracy. In
their life, there is no difference between have and have nots.
They believed all come from of one god, i.e., fatherhood of
god and brotherhood of man. All are equal in the eyes of law.
By giving equal importance to all an ideal society can be
established. (13) Both believed in creative discipline. They
believe such types of discipline which come from the self of
the child. It is also known as inner discipline. It is attained
through self control. There should be no imposition of
external control to ensure discipline. (14) Both intended to
revolutionize society. They wanted to establish such a
society where there is no corruption, inequality, exploitation,
there is no difference between rich and poor, such country or
society is called as Ram Rajya. They wanted to establish a
society which is revolutionize and realistic. (15) Each seeks
to make his educational system the vehicle of his philosophy
of life. This philosophy in each case is the embodiment and
final fulfillment of a promise implicit in one major aspect of
ancient Indian culture and at the same time in consonance
with universal truth as realized in different countries and
times. (16) Both emphasized all round development of the
child in different ways. (17) Both had in their own
individualistic ways drawn up schemes for extension of its
field of operation among the rural and down-trodden people
as well. (18) The concept of Palli Punargathana or Rural
Reconstruction in Tagore and Gramodyoga in Gandhi were
based by and large on similar social values. (19) Earning
during the students' years of learning Gandhiji's Nai Taleem
created a space for earning by simple investment of one's
labour and thus decides for one's possible future means of
livelihood. Tagore also perhaps realized the necessity of
imparting honest labour but not linked with direct personal
earning. Interestingly enough, Seva or cashless service to the
less fortunate people around occupies perhaps more an
important place in Tagore's second school, Siksha Satra at
Sriniketan than in his first, Patha Bhavana at Santiniketan,
and in Gandhi's second school at Sevagram than in his first at
Sabaramati. (20) Tagore and Gandhi believed in disciplining
the mind. But the concept of discipline had different
connotations for them. In Tagore's Patha Bhavana and Siksha
Satra and Gandhi's Sabaramati and Sevagram, the entire
responsibility of self governance was delegated to the
students. They were to devise means to deal with any
situation that would come their way- be that misbehaviour of
a fellow student or the maintenance of health and hygiene in
the Ashram and its vicinity.
Dissimilarities:
(1) Tagore's Santiniketan School was started in 1901 where
as Gandhiji's Sevagram in 1937. But their preparations
started earlier-Tagore at Silaidala and Gandhi's in South
Africa. (2) There is difference in aims of both Gandhi and
Tagore. Education according to Gandhi “All round
development of the child's body, mind and spirit”, where as
“harmony with all existence” is the definition of education
according to Tagore. Gandhi wanted to develop both material
world (immediate) and spiritual world (Ultimate) in his aim
of education. (3) Tagore very much emphasized on nature
than Gandhiji. Nature plays a pivotal role in his system of
education. He laid emphasis on imparting education in a
natural surrounding. Child will be able to acquire real
knowledge freely and spontaneously from the book of
nature. Nature is the best book for the child. Child's all round
development is possible if he come in contact with the nature.
Nature like man is the manifestation of the Brahma. Through
its variegated forms, colours and rhythms Brahma reveals
himself manifoldly and perhaps more clearly than through
man. So it is necessary for human beings to come into close
contact with Nature with its purifying and vitalizing
influences. Man must realize his kinship with Nature as he
must realize her kinship with human beings. Tagore sought to
make education a joyous adventure to the child; in such
education nature would play an important role. No such place
is given to Nature in Basic education of Gandhiji. (4) Scope
of community development in Tagore's educational system is
wider than Gandhiji. According to Tagore India lives her
village. In order to develop India, at first develops the rural
people of the village. So he established Rural Reconstruction
Centre at Sriniketan in the year 1922. According to him,
community development promotes inter-personal, inter-
cultural and inter-social understanding. This will accelerate
the process of unity of mankind or brotherhood of men, i.e.,
Internationalism. (5) The extent of freedom is very much
emphasized by Tagore than Gandhi. Freedom and joy in
education; Gandhi looked it upon more as a social and
economic duty than as a joyful adventure. According to
Tagore, freedom is the guiding principle of education. (6)
When Tagore emphasized on handwork, music and arts as
vehicles of self- expression he puts his emphasis mainly on
the creative and artistic aspect. But in basic education
Gandhiji side by side with the creative aspect, the social and
economic aspects of craft work are stressed. (7) In regard to
self-sufficiency, Gandhiji stressed very much than Tagore.
Gandhiji says education should be self-sufficient in the
sense; production made by craft can meet the cost of
education. It should minimize the burden of our country or
society. (8) In regard to the national culture, Tagore's
contribution is very much memorable than Gandhi ji.
Recently UNESCO wanted to recognize that Visva-Bharati
as World Heritage due to prior importance to culture. The
land of Tagore or Abode of Peace is one of the best places to
synthesize the culture between the East and the West. (9)
Education and non-violence are inseparable in both Gandhi
and Tagore. However their approaches are different. Like
truth Gandhi used non-violence in a very wide sense. No men
in the world, made such an extensive experiment on non-
violence as Gandhi did. The entire ideas of M.K. Gandhi are
nothing but the application of truth and non-violence in
Golden Research Thoughts
3
EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND RABINDRANATH TAGORE: A COMPARATIVE STUDY
Vol.1,Issue.III/Sept 11
different field of life. Tagore's non-violence is essentially a
form of social structure. It is also a kind of love shown to
those who are dehumanized by the dominant class of people.
(10) To Tagore, true empowerment lies in the awakening of
the self, aware enough to decide for oneself the aim of life:
the duty, the desirability and the good. We shall have to
accept that Tagore does not seem to be concerned with the
basic problems of opportunity for education. A confirmed
pragmatist as he was, for Gandhi creating a truly congenial
ambience of and an open avenue to education was the
foremost of the problems to negotiate with. (11) Tagore
emphasized on the inner or the mental empowerment of the
student. Not that in Gandhi's scheme of things the mental
aspects are relegated, but for him the social responsibility of
the student, one's readiness to sacrifice self-interest for the
sake of it along with the achieving economic self-sustenance
perhaps are of greater consequence. Here Tagore's
empowerment lies through humane and aesthetic empathy
and Gandhi's through economic and moral rearmament.
CONCLUSION:
Though M.K. Gandhi and R.N. Tagore are no more in the
world but the volumes of work done and left with us will
inspire the human civilization forever. There are very few
men who have so deeply influenced the mortals in every
nook and corner of the world and have so universally loved
and respected as well. Whatever it may be, Gandhiji's basic
education cannot be denied that it is India's heart and soul. It
is a scheme which is mostly suited to the needs, aspirations,
culture as well as social, political and economic background
of the Indian people. In Tagore system of education problem
children were handled with love and sympathy. Santiniketan
(Abode of Peace) provides all freedom to students, trains
them to do their work, and teaches them amity of people and
unity of mankind. Thus, Visva-Bharati has brought Tagore
name and fame. It is regarded as modern Nalanda.
Santiniketan, the experimental school of Tagore loved by all
the people of the world. It helps in all round development of
the child known as fullness. However, Mahatma Gandhi and
Rabindranath Tagore have left indelible mark in the sphere of
education; besides all other dimensions they have touched.
The educational system in the colonial days had seen the
amber of light under the spell of Gandhiji's Basic Education
and Tagore's experimental school Visva-Bharati at
Santiniketan. They influenced the modern system of
education very much. They democratized and humanized
educational system, brought about an unprecedented change
in the very perspective of life. So Gandhi and Tagore will be
remembered for ever with their outstanding ability as an
educator of excellence.
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Golden Research Thoughts
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