Rabindranath Tagore

Rabindranath Tagore

BENGALI POET

WRITTEN BY: 

• W. Andrew Robinson

LAST UPDATED: Aug 3, 2019 See Article History

Alternative Title: Rabīndranāth Ṭhākur

Rabindranath Tagore, Bengali Rabīndranāth Ṭhākur, (born May 7, 1861,

Calcutta [now Kolkata], India—died August 7, 1941, Calcutta), Bengali poet,

short-story writer, song composer, playwright, essayist, and painter who introduced

new prose and verse forms and the use of colloquial language into Bengali

literature, thereby freeing it from traditional models based on classical Sanskrit. He

was highly influential in introducing Indian culture to the West and vice versa, and

he is generally regarded as the outstanding creative artist of early 20th-century

India. In 1913 he became the first non-European to receive the Nobel Prize for

Literature.

The son of the religious reformer Debendranath Tagore, he early began to write

verses, and, after incomplete studies in England in the late 1870s, he returned to

India. There he published several books of poetry in the 1880s and completed

Manasi (1890), a collection that marks the maturing of his genius. It contains

some of his best-known poems, including many in verse forms new to Bengali, as

well as some social and political satire that was critical of his fellow Bengalis.

In 1891 Tagore went to East Bengal (now in Bangladesh) to manage his family’s

estates at Shilaidah and Shazadpur for 10 years. There he often stayed in a

houseboat on the Padma River(the main channel of the Ganges River), in close

contact with village folk, and his sympathy for them became the keynote of much

of his later writing. Most of his finest short stories, which examine “humble lives

and their small miseries,” date from the 1890s and have a poignancy, laced with

gentle irony, that is unique to him (though admirably captured by the director

Satyajit Ray in later film adaptations). Tagore came to love the Bengali countryside,

most of all the Padma River, an often-repeated image in his verse. During these

years he published several poetry collections, notably Sonar Tari (1894; The

Golden Boat), and plays, notably Chitrangada (1892; Chitra). Tagore’s poems are

virtually untranslatable, as are his more than 2,000 songs, which achieved

considerable popularity among all classes of Bengali society.

Rabindranath Tagore.

In 1901 Tagore founded an experimental school in rural West Bengal at

Shantiniketan (“Abode of Peace”), where he sought to blend the best in the

Indian and Western traditions. He settled permanently at the school, which

became Visva-Bharati University in 1921. Years of sadness arising from the

deaths of his wife and two children between 1902 and 1907 are reflected in

his later poetry, which was introduced to the West in Gitanjali (Song

Offerings) (1912). This book, containing Tagore’s English prose translations of

religious poems from several of his Bengali verse collections, including

Gitanjali (1910), was hailed by W.B. Yeats and André Gide and won him the

Nobel Prize in 1913. Tagore was awarded a knighthood in 1915, but he repudiated

it in 1919 as a protest against the Amritsar (Jallianwalla Bagh) Massacre.

From 1912 Tagore spent long periods out of India, lecturing and reading from his

work in Europe, the Americas, and East Asia and becoming an eloquent

spokesperson for the cause of Indian independence. Tagore’s novels in Bengali

are less well known than his poems and short stories; they include Gora (1910)

and Ghare-Baire (1916), translated into English as Gora and The Home and the

World, respectively. In the late 1920s, when he was in his 60s, Tagore took up

painting and produced works that won him a place among India’s foremost

contemporary artists.

W. Andrew Robinson

The Editors of Encyclopaedia Britannica

Source: https://www.britannica.com/biography/Rabindranath-Tagore

Motivo de la elección: En uno de los textos que trabajamos en el curso se hizo referencia a Rabindranath Tagore, de forma muy escueta, pero suficiente para que la teacher nos dijera una frase de él muy bonita. La reproduzco aquí: Yo dormía y soñé que la vida era alegría. Me desperté y vi que la vida era servicio. Serví y comprendí que el servicio era alegría. 

Esta frase algo tiene que ver con la docencia, sin dudas, pero más aún con la vida misma.

¿Qué decir de él? Recibió el premio nobel, pero no creo que los reconocimientos hayan tenido un lugar preponderante en su vida.

PD: Por fin entendí de donde venía el segundo nombre de Óscar, mi vecino...Óscar Rabindranath, pero Silva, no Tagore. 

Estudiante: Carlos García.

What is human rights education?

What is human rights education?

Human Rights Education (HRE) is learning that develops the KNOWLEDGE, SKILLS, and VALUES of human rights with the broad goal of building a universal human rights culture.  In other words, students should be aware of the issues, concerned by the issues, and capable of standing up for human rights. Human rights education will move students from understanding human rights concepts to examining their experiences from a human rights perspective and incorporating these concepts into their personal values and decision-making processes.


 The following is a general breakdown of the the objectives of human rights education:

Human rights education framework

Many teachers often deal with aspects of human rights without giving it that name. HRE provides a common framework through which different subject matters may be taught in relation to one another. The topics of globalization, the environment, peace, citizenship, gender equality, democracy, poverty, and intercultural relations all address human rights issues and attempt to build a culture that respects human rights. Rather than teaching about these subject matters in isolation, using a HRE framework provides educators and students with a shared value system through which all subjects intersect.




Source: http://www.theadvocatesforhumanrights.org/what_is_human_rights_education

Why teach human rights in schools?

The short answer is that human rights are part of a child’s everyday life and schools have a responsibility to enable children to make sense of the world around them. Knowing about rights and responsibilities, understanding what they are, and learning how they have been struggled for and sustained are important elements in the preparation of all young people for a life in a democratic and pluralistic society. Children of all ages express concerns or outrage at events or situations which they see as unjust in their own lives and the wider world. Human rights education (HRE) can build on that understanding of injustice and sense of fair play and can explore why certain behavior is unfair.

The concepts taught in HRE are universal. There are violations of human rights all around us. We see and/or experience societal problems such as homelessness, racial discrimination, and intolerance on a daily basis. Students enter the classroom with their own prejudices and biases which can prevent them from viewing a societal problem with an open mind. It is the job of a human rights educator to first assess their own prejudices and biases and then to assist students in the great task of opening their minds to new ways of seeing the complexity of the challenges faced in our communities and the world.

Benefits of human rights education

Human rights education teaches students not only about their rights but also their responsibilities. We all have the responsibility to ensure that we do not infringe upon the rights of others. For example, the right to freedom of expression also carries with it the responsibilities not to hurt, insult, or incite others to prejudicial behavior. Through HRE, teachers can instill in students a sense of respect toward other human beings and inspire them to become, in their own right, educators and activists who will assist in the defense of human rights. Human rights education:

• Produces changes in values and attitudes
• Produces changes in behavior
• Produces empowerment for social justice
• Develops attitudes of solidarity across issues and nations
• Develops knowledge and analytical skills
• Produces participatory education.

Source:http://www.theadvocatesforhumanrights.org/why_teach_human_rights.html

Alumna: Lucía Fernández

The Animal School: A Fable

The Animal School: A Fable

             

Once upon a time the animals decided they must do something heroic to meet the problems of a “new world” so they organized a school. They had adopted an activity curriculum consisting of running, climbing, swimming and flying. To make it easier to administer the curriculum, all the animals took all the subjects.

The duck was excellent in swimming. In fact, better than his instructor. But he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to stay after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school so nobody worried about that, except the duck.

The rabbit started at the top of the class in running but had a nervous breakdown because of so much makeup work in swimming.

The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of the treetop down. He also developed a “charlie horse” from overexertion and then got a C in climbing and D in running.

The eagle was a problem child and was disciplined severely. In the climbing class, he beat all the others to the top of the tree but insisted on using his own way to get there.

At the end of the year, an abnormal eel that could swim exceeding well and also run, climb and fly a little had the highest average and was valedictorian.

The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school.

by George Reavis

Fuente: https://sdscaiff.wordpress.com/2012/02/13/two-animal-fables-about-education-the-dangers-of-metaphors/

Alumna: Cristina Tejera.

Motivo de selección:Creo que es sumamente importante que como docentes tengamos en cuenta que nuestros niños son diferentes. No podemos exigir de la misma manera a todos, debemos tener en cuenta los diferentes tipos de aprendizajes y las diferentes inteligencias, no porque uno sea bueno en matemática todos lo serán. 

Tenemos una manera personal de hacer las cosas pero trabajando en equipo, sumando nuestras inteligencias y nuestras fuerzas, conseguiremos mejorar nuestras escuelas.

Teacher empathy is key to student learning

Empathy is a fundamental value in all kinds of circumstances, but it is not only applicable in the education of children, but also adults should exercise and practice it, especially if we are in direct contact with children, as is the case of parents and educators


Being an empathic teacher is fundamental, and this value exerts a strong power over its students: it motivates, stimulates and is key to their academic development. This is demonstrated by a Finnish study called "First Steps" and prepared by the University of Juväskylä and Turku, in Finland

Why teacher empathy is essential for student development?

We have all had teachers of different types: motivating, vocational, stimulating, boring, authoritarian, challenging ... We have had good and bad teachers. What is the difference between them? Perhaps one of the answers lies in the level of empathy of the teacher towards the student. 

The importance of being empathetic in the classroom with the students and maintaining a pleasant and warm atmosphere obtains better results on the students than the iron discipline and the distance with the student. This is demonstrated by research carried out in Finland that demonstrates that the interaction between the student and the teacher is more important than other factors such as the materials with which one works or the number of students in a classroom.

This study confirms that the first years of school, during primary education, are fundamental for the student, it is a critical period in which a good relationship with his teacher will achieve all these results on the child:
- It will facilitate your learning. 

- It will strengthen their desire to learn and motivate them to study. 

- It will help you have good self-esteem, to believe in yourself.

- Encourage him to have a good image in front of his teammates. 

- It will help them set goals, fight to overcome themselves and achieve goals. 

- It will promote non-memorial learning but for the satisfaction of obtaining new knowledge. 

In short, a good question to ask each educator is: how do you want to be remembered by your students? If the answer is: as your best teacher, the key is empathy.

Estudiante: Marcela Ruiz Díaz
Tuve suerte de encontrarme, en la mayoría, con excelentes educadores a lo largo de mi formación, muchas de ellas en mi etapa escolar, que me transmitieron el valor de educar. Muchas de ellas supieron acompañarme en varios momentos feos, y es como esas maestras que me educaron en mi niñez, que quiero ser yo. Por tal motivo comparto este documento. 

Fuente: https://www.guiainfantil.com/blog/educacion/profesor/la-empatia-del-maestro-es-clave-para-el-aprendizaje-del-alumno/ 

Why learn by playing?

       Why learn by playing?

Children o not try to learn, but more or less consciously, they learn by

playing. The game is one of the main aspects in the life of a child,
because it is what occupies most of his time, and when not, they are
thinking about when they will be able to do it.

Therefore,it is very important to use the game as a learning methodology, since
it is the only way in which we will be able to capture and keep your
attention and learn while having fun.

They are children, what they want is to play and have fun, so instead of
imposing them to read, study or do tasks they do not like, we must
use the games and adapt them to learning. You really learn from what
one motivates and children where they find their natural environment
and motivators in the game.

5 main benefits of learning by playing, although there 
are many more!

1-THE GAME ALLOWS TO ACCEPT AND

LEARN FROM OUR ERRORS

The student is free to make decisions that can lead to failure, but at
the same time offers him the opportunity to learn from him in a
practical way.

As we find ourselves in the dynamics of the game, the child is not as
afraid of the repercussions as it would be in real life situations.
The child can be wrong, but he learns from his mistakes in a natural
and casual way.

They learn to face and solve complicated situations and problems that in
real life would be unable to solve, this helps them to gain
self-confidence and lose or lessen the fear of failure, improving
their self-esteem.

2.ASSIMILATION OF THEORETICAL CONCEPTS

It is one of the best ways to reinforce what has been learned
theoretically and put it into practice. Developing experiences
through the game so that the concepts are internalized.

Students learn better when they interact with their classmates and have the
opportunity to develop what they have learned practically through
examples or adapted games than by memorizing theoretical concepts
that they will put into practice in the distant future or perhaps
never.

3.COGNITIVE DEVELOPMENT

Cognitive is that related to knowledge and information that is available thanks
to experience or a learning process. Cognitive development in the
game occurs when children have to remember, think, understand and
reflect on the knowledge learned to solve some situation that occurs
in the game.

This causes concentration, memory, imagination, creativity and logical

reasoning to be stimulated.

4. AFFECTIVE DEVELOPMENT

The game promotes relationships between children and facilitates
interaction between partners, stimulating companionship and teamwork.

Learning through play stimulates satisfaction, self-control, social skills,
conflict resolution, communication skills and motivation and
responsibility are increased. It also helps the loss of shame.

A series of rules must be known and followed in the games, which favors
respect and awareness that cooperation is necessary to achieve a
goal.

5. THE GAME PROVIDES PLEASURE AND HAPPINESS

Neural networks of learning are activated when the person is happy and
relaxed. The game is a fundamental tool that predisposes the child to

learn. With the game the child lives pleasant experiences through the
creation of a fantasy world, taking elements of real life and
transforming them in a way that disconnects and alleviates their frustrations.

We must take advantage of what they like to do and that brings them the
most happiness to adapt it to what we want to teach.

Source: https://brainsnursery.com/razones-aprender-jugando/

Micaela Melgar. 4°A  Magisterio - 2019