Abstract

Sri Aurobindo, an Indian philosopher, yogi, and poet, developed Integral Education, a comprehensive educational philosophy that emphasizes holistic development of individuals. This research article examines Sri Aurobindo’s educational philosophy, based on integral development and spiritual evolution, and its relevance in the 21st-century education landscape. It highlights how principles like holistic learning, self-discovery, and higher consciousness can guide transformative educational practices in the digital age. Aurobindo, a great Indian philosopher, contributed significantly to the development of better education systems and innovative ideas. This research article explores the implications of Aurobindo’s educational philosophy in the 21st century, focusing on the aims of education, curriculum, teaching methods, school, teacher role, and discipline. Aurobindo believed that education is a means to achieve one’s destiny.

Keywords: Sri Aurobindo, educational philosophy, integral education, holistic learning, 21st century education, transformative pedagogy.

Impact Statement

This study explores the impact of Sri Aurobindo’s educational philosophy on the 21st century. Aurobindo’s philosophy emphasizes a holistic approach to education, focusing on intellectual, emotional, moral, and spiritual development. This perspective challenges the reductionist view of education, which often prioritizes academic achievement over holistic growth. Aurobindo’s philosophy aligns with the demands of the 21st century, emphasizing adaptability, creativity, and critical thinking. The research examines various components of education, such as aims, curriculum, teaching methods, school structures, teacher roles, and discipline, providing practical insights for reimagining educational practices. The philosophy’s relevance extends beyond national boundaries, offering universal principles for global education reform. It aims to foster global citizenship and intercultural understanding within educational settings. The research serves as a catalyst for meaningful dialogue and action to realize Aurobindo’s vision of education as a liberating force that empowers individuals to fulfill their potential and contribute to humanity’s evolution.

About Author

Dr. Harjinder Kaur

Dr. Harjinder Kaur is an Assistant Professor at Khalsa College of Education Ranjit Avenue, Amritsar (Punjab) with a diverse educational background, including a Master’s degree in Hindi, History and Education, a Ph.D. and UGC Net in Education. She has taught B.Ed., M.Ed. classes. She has also published articles, research papers in UGC Care journals, and delivered guest lectures in many institutions. She has also presented paper at conferences and seminars, and has developed e-learning delivery. Dr. Kaur has also participated in various programs and workshops, including the Faculty Induction Programme, Refresher Courses.

Cite this Article

APA (7th ed.): Kaur, H. (2024). Implications Of Educational Philosophy Of Sri Aurobindo In 21st Century. Edumania-An International Multidisciplinary Journal, 2(2), 193–203. https://doi.org/10.59231/edumania/9047

Chicago (17th ed.): Kaur, Harjinder. “Implications Of Educational Philosophy Of Sri Aurobindo In 21st Century.” Edumania-An International Multidisciplinary Journal 2, no. 2 (2024): 193–203. https://doi.org/10.59231/edumania/9047.

MLA (9th ed.): Kaur, Harjinder. “Implications Of Educational Philosophy Of Sri Aurobindo In 21st Century.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 2, 2024, pp. 193–203. https://doi.org/10.59231/edumania/9047.

Statements & Declarations

Peer Review: The scholarly merit and contribution of this philosophical analysis of Sri Aurobindo’s educational philosophy for the 21st century have been confirmed through a rigorous and independent peer-review process conducted by experts in the relevant disciplines.

Review Type: This article underwent a double-blind peer review, a process in which the identities of the author (Harjinder Kaur) and the reviewers were mutually concealed. The review was conducted by subject experts in educational philosophy, Indian philosophy, integral education, and contemporary educational theory.

Competing Interests: The author, Harjinder Kaur, declares that there are no financial, professional, or personal competing interests that could be perceived to have biased the work presented in this manuscript.

Data Availability: This manuscript is a conceptual and theoretical paper based on philosophical analysis of Sri Aurobindo’s educational writings and contemporary educational literature. It does not present primary empirical research data. All sources, including original texts and scholarly interpretations, are cited within the article.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed as part of the author’s institutional duties at Khalsa College of Education, Ranjit Avenue, Amritsar, Punjab, and personal scholarly effort.

License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits non-commercial reuse, distribution, and reproduction in any medium, provided the original work is properly cited and is not altered, transformed, or built upon in any way.

Ethical Approval: Ethical approval was not required for this study, as it is a conceptual and theoretical paper based on philosophical analysis and did not involve the collection of data from, or experimentation on, human subjects or animals. The work adheres to the highest standards of academic integrity and research ethics in philosophical and educational research.

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