Asian Journal of Education and Social Studies

Prabhat Ranjan Sarkar (1921–1990), a philosopher and social thinker, introduced the concept of Neohumanism as an expansion of humanism that embraces not only human beings but also animals, plants, and the entire ecological cosmos. His philosophy of education, grounded in this vision, moves beyond utilitarian or examination-oriented learning to advocate for a transformative model that nurtures intellect, morality, aesthetics, and spirituality. Neohumanistic education emphasizes liberation of the mind from narrow sentiments of class, caste, creed, and nationalism, fostering instead a universal outlook rooted in rationality, compassion, and ecological awareness. This commentary revisits Sarkar’s educational philosophy through a neohumanistic lens, critically analyzing its theoretical foundations, pedagogical possibilities, and contemporary relevance. It situates his ideas within broader debates on value-based education, ecological sustainability, and the limitations of neoliberal educational reforms. By engaging with parallel discourses such as care ethics, critical pedagogy, and ecological education, the paper highlights how Sarkar’s tripartite vision—rationality, morality, and spirituality—offers a framework that integrates intellectual development with ethical sensitivity and spiritual consciousness. In an era marked by climate crises, rising inequalities, and the dominance of market-driven schooling, Sarkar’s vision emerges as a holistic and future-oriented alternative to prevailing paradigms that prioritize economic productivity over human flourishing. The paper argues that Neohumanism provides a critical corrective by placing compassion, justice, and planetary stewardship at the core of education. It further outlines implications for curriculum design, teacher preparation, and school culture, underscoring the urgent need to revisit Sarkar’s ideas in the twenty-first century.