Volume II, Issue VI, July 2026
Volume-II, Issue-VI, July, 2026 |
Received: 30.06.2026 | Accepted: 22.07.2026 | ||
Published Online: 31.07.2026 | Page No: | ||
DOI: 10.69655/atmadeep.vol.2.issue.06W. | |||
দেহই
পাঠশালা: লালন ফকিরের আত্মানুসন্ধান ও সমন্বিত শিক্ষার ধারণা
ড. রতন
প্রামানিক, ভারপ্রাপ্ত অধ্যক্ষ,
ভীমপুর মোহনানন্দ কলেজ অফ এডুকেশন, পশ্চিমবঙ্গ,
ভারত |
The Body as the School: Lalon Fakir's Self-Exploration and the Concept of Integrated Education Dr. Ratan Pramanick, Principal in-charge, Bhimpur Mohanananda College of Education, West Bengal, India | ||
ABSTRACT | ||
The philosophy of Lalon Fakir represents a unique source of Bengali folk wisdom, self-inquiry, and humanistic educational thought. His well-known concept, "The Body as the School" (Dehoi Pathshala), establishes the integrated development of the body, mind, and soul as the fundamental basis of education. This paper examines Lalon's philosophy of self-exploration and his concept of holistic education, and explores their relevance within contemporary educational discourse. The study adopts a qualitative research approach, drawing upon Lalon's songs, philosophical writings, relevant books, and scholarly literature for data collection and interpretation. The analysis reveals that, according to Lalon, true education is not confined to the acquisition of institutional or formal knowledge; rather, it is realised through self-awareness, morality, love for humanity, tolerance, egalitarian values, and lived experience. His concept of "The Body as the School" places self-realisation at the centre of the educational process and presents an alternative framework for multidimensional learning. In an era characterised by the erosion of moral values, increasing social fragmentation, and the mechanisation of education, Lalon's holistic educational philosophy offers a meaningful and relevant perspective. The study concludes that Lalon's educational thought provides a strong philosophical foundation for promoting humanistic, inclusive, and sustainable education. Furthermore, it demonstrates that indigenous philosophical traditions such as Lalon's can make significant contributions to contemporary educational theory and practice by emphasising the harmonious development of the individual and society. | ||
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