Sarvepalli Radhakrishnan: the narrative of educational philosophy and new education in India

Abstract

Sarvepalli Radhakrishnan's (1888-1975) thoughts display a phenomenal sweep from philosophy to literature, spiritualism to politics, economics to administration, and society to culture. In the present century, divergent knowledge traditions, split into binaries of Western enlightenment aesthetics on the one hand, and emerging cultural philosophies of the Global South, on the other, invite provocative reflections on the foundations of knowledge traditions as known to us. While the traditional disciplines of literature and philosophy have significant role to play in shaping civilizational changes, it may be relevant, at this juncture, to reassess the dialogues between the two disciplines by (re)reading thinkers such as Radhakrishnan. The will to effect changes in the domain of knowledge, the will to intervene in structuring and restructuring the boundaries of education, is the remarkable characteristic of Radhakrishnan�s thoughts. The present study is based on a close reading of the reflective notes of Radhakrishnan along the broad themes of educational philosophy, proposing new educational systems for the country, and initiating reforms. His contribution to developing an ideal educational system for India remains valuable to this date. This study focuses on three texts of Radhakrishnan � �Educational Reform� (1927), �Spiritual Freedom and the New Education� (1936), and the �University Education Commission Report� (1948-1949) of 1950. Radhakrishnan�s deep engagement with the synchronicity of knowledge traditions, combining both the Western as well as the Eastern intellectual territories are highlighted in his thoughts and writings. The texts also open a dialogic space helping us to situate Radhakrishnan as a reformist, whose thoughts on pedagogy and education are significant in the contemporary times. Individual freedom, cultural responsibilities, and the openness to knowledge are the tropes in these texts.