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
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.
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