Tagore and Education: Creativity, Mutuality and Survival

Authors

  • Kathleen M. O’Connell, New College, University of Toronto, Canada

Abstract

This essay examines some of the seminal experiences of Rabindranath’s life that informed his educational vision and helped shape his educational priorities at Santiniketan. In particular it will explore three central themes that can be said to characterise the essence of his educational experiment. These themes – creativity, mutuality and survival – which help define his “Education for Creative Unity,†can be said to be the guiding principles for an educational paradigm that he hoped to establish for his own time and as a model for the future. The final section of the essay explores Tagore’s early concerns as an environmentalist through a 1922 fable that he wrote concerning human greed and the role of technology in outstripping the planet.

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Author Biography

Kathleen M. O’Connell, New College, University of Toronto, Canada

Kathleen M. O'Connell teaches courses on South Asia at New College, University of Toronto, Canada. Her research interests include Rabindranath Tagore, Satyajit Ray, and Bengali cultural and literary history. Her publications include: Bravo Professor Shonku, translation (Bengali to English) of three stories by Satyajit Ray (New Delhi: Rupa and Co., 1985); Rabindranath Tagore: The Poet as Educator (Kolkata: Visva-Bharati, 2002); and Rabindranth Tagore: Claiming a Cultural Icon, jointly edited with Joseph T. O’Connell (Kolkata: Visva-Bharati, 2009).

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Published

2010-06-15

How to Cite

O’Connell, New College, University of Toronto, Canada, K. M. (2010). Tagore and Education: Creativity, Mutuality and Survival. Asiatic: IIUM Journal of English Language and Literature, 4(1), 65–76. Retrieved from https://journals.iium.edu.my/asiatic/index.php/ajell/article/view/518

Issue

Section

Forum on Rabindranath Tagore, Asia’s First Nobel Laureate