Education plays a vital role in shaping human personality and social development. Throughout history, several educational thinkers have contributed significantly to the field of education through their innovative ideas and philosophies. Among them, Rabindranath Tagore and Jean-Jacques Rousseau occupy a prominent place due to their child-centred and nature-oriented approaches to education. Both philosophers emphasised the importance of freedom, natural development, and the holistic growth of learners. However, their educational philosophies emerged from different cultural and historical contexts, leading to certain similarities as well as differences in their views.
The present study aims to compare the educational philosophies of Rabindranath Tagore and Jean-Jacques Rousseau and to examine their relevance in contemporary education. The study is based on a qualitative and philosophical analysis of their writings, educational principles, and contributions to educational thought. It explores major aspects such as the aims of education, the concept of the child, curriculum, teaching methods, discipline, the role of the teacher, and the importance of nature in education.
The analysis reveals that both thinkers advocated learner-centred education and emphasised the harmonious development of the individual. While Rousseau focused on naturalism and individual freedom, Tagore combined freedom with cultural, artistic, and spiritual development. The study concludes that their educational ideas continue to be highly relevant in modern educational practices, particularly in promoting creativity, experiential learning, child-centred instruction, and holistic development. Their philosophies offer valuable insights for creating a more humane, inclusive, and meaningful system of education in the twenty-first century.
Child-centred education, Experiential learning, Naturalism in education, Rabindranath Tagore, Jean-Jacques Rousseau
. A Critical Comparative Study of the Educational Philosophies of Tagore and Rousseau. Indian Journal of Modern Research and Reviews. 2023; 1(1):112-120
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