From Philosophy to Practice: Reflected Values in Learners Shaped by Tagore’s Educational Vision
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n06.016Keywords:
Rabindranath Tagore, Value Education, Educational Philosophy, Student Values, Patha Bhavan, SantiniketanAbstract
This paper presents an empirical exploration of how Rabindranath Tagore’s educational philosophy manifests in the value preferences of students at Patha Bhavan, Santiniketan, an institution founded on his pedagogical ideals. Using a self-developed Value Survey comprising 18 values derived from Tagore’s teachings, data were collected from 50 secondary and higher secondary students. Quantitative analysis through frequency distribution, median calculation, and rank ordering revealed a distinct value hierarchy. Humanity emerged as the most internalised value, followed by Confidence and Freedom. In contrast, Innovativeness was identified as the least prioritised. The findings demonstrate a strong alignment between Tagore’s humanistic, freedom-centric vision and the value orientation of the students, validating the role of an ideologically grounded educational environment in shaping ethical and conscious individuals. However, the lower ranking of values such as Innovativeness, Inquisitiveness, and Scientific Temper suggests areas for pedagogical refinement to fully realise Tagore’s integrated and creative vision of education. This study contributes to the discourse on value-based education by providing a methodological framework for assessing the congruence between educational philosophy and student value internalisation.
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