Beyond Stem-Driven Rote Learning: Infusing Tagore’s Philosophy of Creativity and Nature into Nigerian Education

Abstract Nigeria’s educational system is gravely STEM-driven, with the Arts and Humanities being relegated to the background, while rote memorization, science-based learning, examination-oriented teaching and learning are upheld. This overt emphasis on STEM has narrowed the scope of education neglecting creativity, emotional intelligence, and cultural development. This paper draws on Rabindranath Tagore’s philosophy of holistic education, which emphasizes creativity, artistic expression, and harmony with nature, to propose a more balanced and human-centered approach to education in Nigeria. By contrasting Nigeria’s STEM-dependent, exam-focused methodology with Tagore’s vision of integrating arts, music, and experiential outdoor learning, the paper projects the urgent need to restore the Arts and Humanities to their rightful place within the curriculum. It argues that such reforms would not only enhance innovation and critical thinking but also enhance students’ emotional well-being, environmental awareness, and cultural identity. The paper ends by purporting that infusing Tagorean principles into Nigerian education would not only prepare learners for the demands of the 21st century but would also aid in ensuring the wholesome growth of learners. Keywords: Holistic Education, Rote Learning, Creativity, Arts and Humanities, Nigerian Curriculum