The educational paradigms in Tagore’s school through the lens of continental pedagogy

Lesar, Irena (author)

In today’s world, the question of the impact of schooling on various as-pects of the personality of children and adolescents is relevant and not just a question of the most effective teaching and learning process. For Tagore, the ultimate goal of education is the all-round development of the individual to adapt harmoniously to reality. The purpose of this article is therefore to detail Tagore’s concept of comprehensive education and how it is reflected in the functioning of his school in Santiniketan. In addition, a qualitative theoretical analysis is undertaken to determine which of the four identified factors of education in the continental tradition (teacher, content of teaching, child and social environment) is the key medium of education in his school. The systematic analysis of the characteristics of Tagore’s educational process and its requirements and objectives shows that he succeeded in integrating all four pedagogical factors known in the European continental tradition, which cannot be said of any of the European pedagogical theories presented (Herbartianism, humanistic or cultural pedagogy, reform pedagogy and socially critical pedagogy). Moreover, Tagore succeeded in bringing many theoretical concepts that are still relevant today (e.g., experiential learning, student participation, embodied cognition, the concept of a hundred languages) into the operation of the Santiniketan School in a very innovative way.

• Language: English
• Keywords: Tagore, Santiniketan School, continental tradition, pedagogical paradigms, child, teacher, content of teaching, social environment, internalisation, communication
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2025
• Number of pages: Str. 281–299
• Numbering: Vol. 15, no. 2
• PID: 20.500.12556/RUL-170738
• UDC: 37.01
• ISSN on article: 2232-2647
• DOI: 10.26529/cepsj.1615
• COBISS.SI-ID: 180886531

Copyright

Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 14. 7. 2025)

• Publication date in RUL: 14.07.2025

Record is a part of a journal

• Title: CEPS journal : Center for Educational Policy Studies journal
• Publisher: Pedagoška fakulteta Univerze, Pedagoška fakulteta Univerze, Založba Univerze v Ljubljani, = University of Ljubljana Press
• ISSN: 2232-2647
• COBISS.SI-ID: 254029824

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Pedagoške paradigme v Tagorejevi šoli skozi objektiv kontinentalne pedagogike

Abstract

V današnjem svetu je čedalje aktualnejše vprašanje vpliva šolanja na različne vidike osebnosti otrok in mladostnikov in ne le vprašanje čim učinkovitejšega poučevanja in učenja. Za Tagoreja je končni cilj vzgoje in izobraževanja vsestranski razvoj posameznika, da se harmonično prilagaja realnosti. Namen tega članka je podrobno predstaviti Tagorejev celovit koncept vzgoje in izobraževanja ter kako se ta kaže v delovanju njegove šole v Santiniketanu. S kvalitativno teoretsko analizo ugotavlja, kateri izmed štirih identificiranih dejavnikov vzgoje v kontinentalni tradiciji (učitelj, vsebina poučevanja, otrok in socialno okolje) je ključni medij vzgoje in izobraževanja v njegovi šoli. Sistematična analiza značilnosti Tagorejevega vzgojno-izobraževalnega procesa ter njegovih zahtev in ciljev kaže, da mu je uspelo integrirati vse štiri vzgojne dejavnike, ki jih pozna evropska kontinentalna tradicija, česar pa ne moremo reči za nobeno izmed predstavljenih evropskih pedagoških teorij (herbartizem, duhoslovna oz. kulturna pedagogika, reformska pedagogika in družbenokritična pedagogika). Poleg tega je Tagore uspel številne teoretične koncepte, ki so še danes relevantni (npr. izkustveno učenje, participacija učencev, utelešeno znanje, koncept stoterih jezikov), na zelo inovativen način vnesti v delovanje šole Santiniketan.

• Keywords: Tagore, šola Santiniketan, kontinentalna tradicija, pedagoške paradigme, učitelj, otrok, vsebina poučevanja, socialno okolje, ponotranjenje, komunikacija, pedagogika

Projects

• Funder: ARIS - Slovenian Research and Innovation Agency
• Project number: P5-0126
• Name: Sistemski vidiki strategij edukacije in spodbujanja socialne vključenosti v vzgoji in izobraževanju