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Journal: BEST : International Journal of Humanities , Arts, Medicine and Sciences ( BEST : IJHAMS ) (Vol.5, No. 1)

Publication Date:

Authors : ;

Page : 17-26

Keywords : Gandhi; Aurbindo; Swami Vivekanand; Tagore; J. Krishnmurti; Madan Mohan Malaviaya;

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It seems that in 19th century, India produced many intellectuals, who contributed towards various facets of renaissance viz. educational, political, cultural and religious. It was the period when many charismatic personalities arose on the social political horizon of the country, excelling in different areas of life. They not only made India politically independent and economically vibrant but also enhanced productivity, social cohesiveness and unity. In 1904, the Indian University Act permitting establishment of universities through private funding. It was an important step towards empowering the people in relation to higher education. Many visionaries such as Gandhi, Aurbindo, Swami Vivekanand, Tagore, J. krishnmurti, Madan Mohan Malaviaya etc. deeply thought on potential of education. They were not follower of British education system, which was imposed on India to create a class, who were to be interpreters between the British establishment and its subjects. The campaign launched by Malaviya and Tagore brought about evolution and development of Banaras Hindu University, Shantiniketan, respectively, which is a saga of romance and adventure. However, Tagore and Malaviya were the products of the same Indian culture and tradition, yet they had divergent views on the same problems before the country. These may have been because of differences in their upbringing, home environment and working conditions. However, both had an undying love for their motherland. This paper probes educational thoughts of Malaviya and Tagore in a comparative setting. Through critical analysis, researcher tried to look in detail on their thoughts in relation to education and its aim, curriculum, medium of instruction, science, religion etc.

Last modified: 2017-01-25 18:40:31