Vol.1,Issue.III?sept 11pp.1-4

ISSN No-22031-5063

Research Paper 

                   

      1

 Golden Research Thoughts 

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 

EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND RABINDRANATH

 TAGORE: A COMPARATIVE STUDY

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.

Santosh Kumar Behera

Assistant Professor & Head, Department of Education, 

Jagannath Kishore College,

 Purulia, West Bengal-723101,

Vol.1,Issue.III/Sept11

        

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 Golden Research Thoughts 

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 

PHILOSOPHY 

OF 

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 

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 

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 

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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 

EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND RABINDRANATH  TAGORE: A COMPARATIVE STUDY

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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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EDUCATIONAL PHILOSOPHY OF MAHATMA GANDHI AND RABINDRANATH  TAGORE: A COMPARATIVE STUDY