Rabindranath’s Vision : Music and Santiniketan

Author(s)	Dr. Ranajit Das
Country	India
Abstract	This paper explores Rabindranath Tagore’s philosophy of education as expressed through the integration of music, nature, and the guru–shishya tradition at Santiniketan. Conceived as an alternative to the colonial education system, Santiniketan was modeled on the ancient Indian tapovan, emphasizing simplicity, self-expression, and joyful learning. Music occupied a central role in daily life—permeating prayer, festivals, drama, and seasonal celebrations—becoming both a medium of education and a means of spiritual awakening. Tagore envisioned education not as rote learning but as a holistic process of self-realization (ātmanam viddhi), where students engaged in song, dance, art, and nature study to cultivate their inner selves. For him, the teacher was not a mere instructor but a ‘guru,’ a guide who opened the window to light and knowledge. By binding together music, nature, and creative expression, Tagore offered a post-colonial model of education rooted in joy, culture, and the fullness of human development.
Keywords	Rabindranath Tagore; Santiniketan; philosophy of education; guru–shishya tradition; nature in education; music pedagogy; post-colonial education; holistic learning; joy in education
Field	Arts > Movies / Music / TV
Published In	Volume 7, Issue 5, September-October 2025
Published On	2025-10-04
DOI	https://doi.org/10.36948/ijfmr.2025.v07i05.57176

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