Being aware of the challenges in representing Indian thought systems owing to their immense complexities and heterogeneity, and due to my limited understanding of this subject, I draw upon one of the most creative and responsible renditions of Indian thought systems on education by Rabindranath Tagore. While reflecting on the subject of education in the essay, An Eastern University, he observed: Where society is comparatively simple and obstructions are not too numerous, we can clearly see how the life-process guides education in its vital purpose. The system of folk-education, which is indigenous to India, but is dying out, was one with the people’s life. It flowed naturally through the social channels and made its way everywhere. It is a system of widespread irrigation of culture. Its teachers, specially trained men, are in constant requisition and find crowded meetings in our villages, where they repeat the best thoughts and express the ideals of the land in the most effective form. Evidently, according to this system, the best function of education is to enable us to realise that to live as a man is great, requiring profound philosophy for its ideal, poetry for its expression, and heroism in its conduct. Owing to this vital method of culture, the common people of India, though technically illiterate, have been made conscious of the sanctity of social relationships, entailing constant sacrifice and self-control, urged and supported by ideals collectively expressed in one word, Dharma (Creative Unity, 1922, pp. 56–57).