The four main principals of our educational philosophy are-
- Creative self-expression
- Good bye to biblio- centric education:
- Active communication with nature and man
Tagore put emphasis on ‘naturalism’ for framing educational model. In education, freedom is the basic guiding force for inculcating interest within a student who will derive inspiration from nature .To Tagore freedom means the child’s own experience and activities .For children he wanted freedom of the kites as it soars in the vast sky, therefore, he was in favour of providing maximum freedom to children to display their emotional outbursts, feeling impulses and instincts. He wanted education to be natural in content and quality and the function of education is to bring the child’s mind in contact with nature so that he may learn freely and spontaneously from the book of nature. He advocated that ‘Education has its only meaning and object in freedom –freedom from ignorance about the law of universe and freedom from passion and prejudice in our communication with the human world.
According to him children have their active sub-conscious mind which, like the tree, has the power to gather its food from the surrounding atmosphere. For them the atmosphere is a great deal more important than rules, and methods, building, appliances, class-teaching and test book and a teacher can never truly teach unless he /she is still learning himself/herself. A lamp can never light another lamp unless it continues to hum its own flame. The teacher who has come to the end of his subject, who has no living traffic with its knowledge but merely repeat his lesson to his students, can only load their minds, he cannot quicken them. Truth should not only be informative but also inspirational.
Creative self -expression:
Tagore felt that mere intellectual development was not the only functional in education as a large part of man cannot find expression in the mere language of words. For the education of whole mankind, his emotions and senses must also develop along with intellect. Many other languages of lines and colours as well as sounds and movements are essential for the satisfaction of his aesthetic urge and creative self-expression.
Tagore’s education marked a novel blending of the ideas of the oriental and occidental ideals. The spiritualism of Indian philosophy and progressive outlook of the western people were well blended together to give rise to an educational philosophy that will be bon homic and gregarious in nature, beneficial to the whole cosmos.
Good bye to biblio- centric education:
Tagore envisaged that nature is the best teacher to the pupil. Nature will provide the student with necessary situation to earn knowledge. No pressure should be exerted upon the student to learn any- thing. It is nature which will be the guiding force to inculcate the spirit of learning in the mind of a child well. For the first time in the arena of education, Tagore established a new mile-stone. With firm boldness he rejected bookish education system. To him it is not just to confine the mind of a child in text-books only since it will kill the natural instincts of a child so, students should be freed from the biblio- centric education and the ideal teacher of Little Georgians always try to widen the broader avenue of learning, free from all kinds of instructional bondage .
Active communication with nature and man
According to Tagore, teaching should be practical and real but not artificial and theoretical. As a naturalist, Tagore laid emphasis on the practicality of education. To him it will definitely increase the creative skill within a learner and bring perfection in the learning process.
The ever-ending harmonious bond among man, God and Nature – the eternal underneath spiritual flow, the germination of all creative will force, the moral based morale of every gleeful philosophic attachment – all are present at the deepest core of human soul and its fondness for hankering after the ideal ‘Truth is beauty, beauty is truth’ is the true essence of education and LITTLE GEORGIANS’ scientific nature-mingled teaching methodology is quite analogous to all these ideals.