EDUCATION AND SOCIETY: PHILOSOPHICAL EXPLORATIONS OF RABINDRANATH TAGORE'S EDUCATIONAL SOCIOLOGY.
Abstract
Tagore's contribution to educational sociology can be found in the latter half of the 19th century. Problems affecting the common people's lives were his philosophy's core concern. The fundamental doctrine of Tagore’s social philosophy developed through his various writings and practices regarding rural reconstruction. He constructed this in light of his life experience and analysis of social situations and forces in India and worldwide. His educational sociology is mainly associated with individuals or groups and the entire class that makes the nation alive and active. The aims and ideals of social reconstruction were identical to those of social education. Tagore advocates that Actual social regeneration is possible by educating all without any conditions. He argues that “the primary objective of the educational institution is not merely to educate one’s limbs and mind to be inefficient readiness for all emergencies but to be in perfect tune in the symphony of response between life and world to find the balance of their harmony which is wisdom” (Tagore72). This article deeply analyzes Tagore’s ideas related to educational sociology.
Keywords: educational sociology, social reconstruction. Rural reconstruction, social education, social regeneration.
