Edumania-An International Multidisciplinary Journal
Vol-03, Issue-3 (Jul-Sep 2025)
An International scholarly/ academic journal, peer-reviewed/ refereed journal, ISSN : 2960-0006
Spiritual Pedagogies and Transformative Learning: A Comparative Inquiry into Tagore and Sathya Sai Baba’s Educational Philosophies
B, Brindha1 and Pothumarthi, Phani Kiran2
1Research Scholar, Department of Languages, Sri Sathya Sai University for Human Excellence, Kalaburagi, Karnataka, India
2Associate Professor, Department of Languages, Sri Sathya Sai University for Human Excellence, Kalaburagi, Karnataka, India
DOI: https://doi.org/10.59231/edumania/9145
Page Numbers: 150–170
Subject: Philosophy of Education / Comparative Pedagogy
Received: June 03, 2025
Accepted: June 25, 2025
Published: July 01, 2025
Thematic Classification: Spiritual Pedagogy, Transformative Learning, Rabindranath Tagore, Sri Sathya Sai Baba, Value-based Education, Comparative Philosophy.
Abstract
This paper presents a comparative analysis of Rabindranath Tagore and Sri Sathya Sai Baba as visionary educationists whose pedagogical innovations challenged the dominant paradigms of their respective eras. Despite differences in temporal context, worldview, and methodology, both figures offered transformative models of education rooted in moral, aesthetic, and spiritual development. Tagore’s Shantiniketan emerged as a counter-colonial cultural space that prioritized imagination, ecological harmony, and artistic expression, while Baba’s “Educare” framework integrated human values into contemporary educational structures to cultivate inner transformation alongside academic growth. The study explores their educational philosophies, institutional practices, and broader socio-cultural contributions, emphasizing how both Tagore and Baba redefined education as a tool for personal enlightenment and social reform. By placing them within the broader discourses of pedagogy and reform in modern India, the paper highlights their complementary roles in bridging tradition and modernity, spirituality and rationality, and individuality and collective responsibility.
Keywords: Spiritual Pedagogy, Value-based learning, Educare, holistic learning, EHV, 3HV
Impact Statement
This research provides a comparative analysis of Rabindranath Tagore’s and Sri Sathya Sai Baba’s educational philosophies, contributing to scholarly discourse on value-based and holistic education in India. By examining their respective models—Tagore’s nature-integrated, arts-oriented approach and Baba’s “Educare” framework rooted in human values—the study highlights how both thinkers addressed limitations within colonial and postcolonial education systems. The analysis demonstrates how their pedagogies emphasized moral development, cultural rootedness, and spiritual awareness alongside academic growth. The research identifies key convergences in their efforts to integrate tradition with modernity and to foster individual transformation through education. It also contextualizes their contributions within broader educational reform movements and critiques of commodified learning. This inquiry offers valuable perspectives for contemporary educational policy and practice, especially in contexts seeking to reintroduce ethics, creativity, and social responsibility into formal learning environments. The findings are relevant to interdisciplinary studies in education, philosophy, cultural studies, and developmental psychology.
About Author
Brindha B1 is a research scholar at Sri Sathya Sai University for Human Excellence. Her work is an interdisciplinary study spanning religious studies, philosophy, and education, with a strong focus on Indian spirituality. Her doctoral research presents a comparative analysis of Rabindranath Tagore and Sathya Sai Baba, exploring their perspectives on man, society, and divinity. Through this study, she examines the intersection of spiritual thought, ethical leadership, and education. An emerging scholar, she has presented at international conferences and published academically, with broader interests in philosophy, cultural studies, and contemporary spiritual discourse.
Dr. Phani Kiran2 is a passionate researcher in English Language and Literature, earning her doctorate in 2007 for her insightful study of the plays by an Indian Playwright, Asif Currimbhoy. Currently, she is an Associate Professor in the Department of English at Sri Sathya Sai University for Human Excellence, Karnataka. With over 24 years of teaching experience, Dr. Phani Kiran has guided students through the intricate worlds of English literature, from classics to contemporary works. Over a decade of her professional life was spent at renowned universities globally, enriched her cultural awareness and shaped her as a truly global teacher.
Cite this Article
APA 7th Edition: B, B., & Pothumarthi, P. K. (2025). Spiritual pedagogies and transformative learning: A comparative inquiry into Tagore and Sathya Sai Baba’s educational philosophies. Edumania-An International Multidisciplinary Journal, 3(3), 150–170. https://doi.org/10.59231/edumania/9145
MLA 9th Edition: B, Brindha, and Phani Kiran Pothumarthi. “Spiritual Pedagogies and Transformative Learning: A Comparative Inquiry into Tagore and Sathya Sai Baba’s Educational Philosophies.” Edumania-An International Multidisciplinary Journal, vol. 3, no. 3, 2025, pp. 150-170. doi:10.59231/edumania/9145.
Chicago 17th Edition: B, Brindha, and Phani Kiran Pothumarthi. 2025. “Spiritual Pedagogies and Transformative Learning: A Comparative Inquiry into Tagore and Sathya Sai Baba’s Educational Philosophies.” Edumania-An International Multidisciplinary Journal 3, no. 3: 150–170. https://doi.org/10.59231/edumania/9145.
Statements and Declarations
Peer-Review Method: This article underwent a double-blind peer-review process by two independent external reviewers with expertise in Pedagogical Philosophy and Comparative Religion. This ensures the scholarly quality and historical accuracy of the philosophical inquiry.
Competing Interests: The authors, Brindha B and Phani Kiran Pothumarthi, declare no potential conflicts of interest, financial or otherwise, that could have influenced the research or the comparative analysis of these educational luminaries.
Funding: This research was conducted at the Department of Languages, Sri Sathya Sai University for Human Excellence, Kalaburagi. No specific external grants were received for this comparative inquiry.
Data Availability: The study is a comparative qualitative analysis based on secondary literature and primary philosophical texts. The thematic analysis and research data are available from the corresponding author on reasonable request.
Licence: Spiritual Pedagogies and Transformative Learning: A Comparative Inquiry into Tagore and Sathya Sai Baba’s Educational Philosophies © 2025 by B, Brindha & Pothumarthi, P. K. is licensed under CC BY 4.0. This work is published by the International Council for Education Research and Training (ICERT).
Ethics Approval: This research follows the institutional ethical guidelines of Sri Sathya Sai University for Human Excellence. The study design ensures academic integrity and adheres to the ethical standards for humanities and philosophical research.
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