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

Autor/in	Lesar, Irena
Titel	The educational paradigms in Tagore's school through the lens of continental pedagogy. Paralleltitel: Pedagoske paradigme v Tagorejevi soli skozi objektiv kontinentalne pedagogike.
Quelle	In: CEPS journal, 15 (2025) 2, S. 281-299Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35113 10.26529/cepsj.1615
URN	urn:nbn:de:0111-pedocs-351130
Schlagwörter	Bildungstheorie; Pädagogik; Bildungsziel; Soziales Umfeld; Kommunikation; Kind; Lehrer; Lerninhalt; Ganzheitliche Bildung; Internationalisierung; Paradigma; Tagore, Rabindranath
Abstract	In today's world, the question of the impact of schooling on various aspects 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3