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清华大学教育研究[ISSN:1001-4519/CN:11-1610/G4]

卷:

期数:

2025年06期

页码:

110-120

栏目:

国际与比较教育

出版日期:

2025-12-20

文章信息/Info

Title:

Rootless Educational Localization：The Dilemma of Modernization in Non-Western Countries ——From the Perspective of Rabindranath Tagore and Visva-Bharati University

作者:

刘 超 殷佳敏

浙江大学 教育学院

Author(s):

LIU Chao YIN Jia-min

College of Education, Zhejiang University

关键词:

泰戈尔; 甘地; 国际大学; 教育本土化

Keywords:

Rabindranath Tagore;  Mohandas Karamchand Gandhi;  Visva-Bharati University;  educational localization

分类号:

G649.351

文献标志码:

A

摘要:

近代印度教育体系在英国殖民者的主导下得以创建,但与印度水土不服,积弊甚多。为此,泰戈尔尝试本土化探索,创办了国际大学。在其看来,“本土化”意味着在目标上要为印度最广大的民众服务,在教育方式上应继承印度教学传统,即老师和学生、人与自然紧密结合,在教学语言上应推崇印度本土语言;在实践经验方面则应向广大非西方国家学习。受政府和部分精英群体的干预,国际大学的走向脱离了诗人的预想。泰戈尔遂另辟蹊径,在西方人的支持下创办了更贴近乡村的斯里尼克坦项目,但该校最终并未赢得印度广大民众的认可和支持。这一过程充满曲折,也充满讽刺意味。印度独立后,国际大学被官方收编,印度教育体系很大程度上依然延续了殖民时期的模式。泰戈尔寄予厚望的教育本土化探索最终落空。这一历程意涵丰富,启人深思。

Abstract:

The modern Indian education system was constructed under the hegemony of British colonial rule, yet it suffered from a fundamental disjuncture with India’s socio-cultural and ecological context. In response to this predicament, Rabindranath Tagore embarked on a localized educational experiment by establishing Visva-Bharati University. For Tagore, “localization” encompassed three interrelated core tenets: first, centering the educational mission on serving the broadest strata of the Indian populace; second, inheriting India’s indigenous educational traditions characterized by the intimate communion between teachers and students, as well as the harmonious integration of humans with nature; third, advocating for India’s native languages as the primary medium of instruction. Additionally, he emphasized drawing practical insights from the educational experiences of other non-Western nations. However, due to the intrusive interventions of the colonial government and segments of the Indian elite, Visva-Bharati gradually deviated from Tagore’s original pedagogical vision. Undeterred, Tagore pursued an alternative approach and launched the Sriniketan Project—an initiative more deeply rooted in rural realities—with the support of Western patrons. Despite these efforts, neither Visva-Bharati nor the Sriniketan Project managed to garner widespread recognition and grassroots support among the Indian masses. Following India’s independence, Visva-Bharati was formally integrated into the state’s educational apparatus, and the broader Indian education system retained substantial continuities with its colonial predecessor. Consequently, Tagore’s ambitious endeavor to localize education ultimately culminated in disappointment. This historical process bears profound implications for understanding the complexities of educational modernization in non-Western contexts.

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更新日期/Last Update: 2025-12-20