Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 128-151).

Thesis--University of Pennsylvania. / Bibliography: p. [218]-231.

Inaug.-diss.--Leipzig. / Lebenslauf. "Literaturverzeichnis": p. [86]-88.

Inaug.-diss.--Leipzig. / Lebenslauf. "Literaturverzeichnis": p. [86]-88.

Thesis (M.A.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [101-112]).

Treatise (D.M.A.) Florida State University, 2006. / Advisor: Douglas L. Fisher, Florida State University, College of Music. Title and description from dissertation home page (viewed 8-22-2007). Document formatted into pages; contains 65 pages. Includes biographical sketch. Includes bibliographical references.

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This thesis explores five documents written by Tagore between 1906 and 1940. Tagore was writing at a time when India was struggling for independence. Among his numerous concerns, he wanted an India which could be compassionate and humane. He realized that such a lofty goal could only be achieved through an education system which not only encouraged these qualities but allowed students to cultivate them by understanding the world around them. Central to the arguments in this thesis is Tagore's discussion of the tapobon, the Indian meditative forest. The tapobon is seen as metaphorical place for contemplation in deciphering the world and developing an understanding of one's place in it. The documents examined here reflect the breadth and depth of Tagore's thoughts on education though they are only a sampling of the extensive work he did in his lifetime.

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Tagore is viewed through the medium of five books of essays which he wrote in English. Most of the essays are the texts of lectures Tagore delivered to audiences in England and America. They are important because they constitute what Tagore actually communicated to audiences and readers in the West during his tours outside India. The five books are taken chronologically in the chapters of this thesis, each one being a stage on Tagore’s journey. They are read in conjunction with information about his activities in India prior to each particular tour, his encounters during the trip, and any relevant correspondence, in order better to understand the ideas he expresses. A key finding from close study of the essays is the extent to which Tagore draws on his understanding of the evolution and special capabilities of the human species. This philosophical anthropology, or ‘deep anthropology’, is used to describe what mankind ought to be, as well as what we are. Tagore was critical of what he considered the dehumanising economic systems of the West, which were supported by educational methods that focussed narrowly on training people to participate in such systems. The ideal behind the design of Tagore’s own practical projects was a modernised and less restrictive form of traditional society, comprising networks of self sustaining villages or small communities, where children and young people are encouraged to develop their natural curiosity and creativity, and to express themselves freely with body and mind. Tagore’s approach to education and rural reconstruction, if implemented widely as he intended, could lead to a radical redesign of society, a turning of the world upside down. The aim of my dissertation is to help encourage a wider appreciation of Tagore’s pioneering work in this field.