1942 – Before and After Some Reminiscences
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The Powerbroker: Whitney Young’S Fight for Civil Rights
DISCUSSION GUIDE The Powerbroker: Whitney Young’s Fight for Civil Rights PBS.ORG/indePendenTLens/POWERBROKER Table of Contents 1 Using this Guide 2 From the Filmmaker 3 The Film 4 Background Information 5 Biographical Information on Whitney Young 6 The Leaders and Their Organizations 8 From Nonviolence to Black Power 9 How Far Have We Come? 10 Topics and Issues Relevant to The Powerbroker: Whitney Young’s Fight for Civil Rights 10 Thinking More Deeply 11 Suggestions for Action 12 Resources 13 Credits national center for MEDIA ENGAGEMENT Using this Guide Community Cinema is a rare public forum: a space for people to gather who are connected by a love of stories, and a belief in their power to change the world. This discussion guide is designed as a tool to facilitate dialogue, and deepen understanding of the complex issues in the film The Powerbroker: Whitney Young’s Fight for Civil Rights. It is also an invitation to not only sit back and enjoy the show — but to step up and take action. This guide is not meant to be a comprehensive primer on a given topic. Rather, it provides important context, and raises thought provoking questions to encourage viewers to think more deeply. We provide suggestions for areas to explore in panel discussions, in the classroom, in communities, and online. We also provide valuable resources, and connections to organizations on the ground that are fighting to make a difference. For information about the program, visit www.communitycinema.org DISCUSSION GUIDE // THE POWERBROKER 1 From the Filmmaker I wanted to make The Powerbroker: Whitney Young’s Fight for Civil Rights because I felt my uncle, Whitney Young, was an important figure in American history, whose ideas were relevant to his generation, but whose pivotal role was largely misunderstood and forgotten. -
The Futility of Violence I. Gandhi's Critique of Violence for Gandhi, Political
CHAPTER ONE The Futility of Violence I. Gandhi’s Critique of Violence For Gandhi, political life was, in a profound and fundamental sense, closely bound to the problem of violence. At the same time, his understanding and critique of violence was multiform and layered; violence’s sources and consequences were at once ontological, moral and ethical, as well as distinctly political. Gandhi held a metaphysical account of the world – one broadly drawn from Hindu, Jain, and Buddhist philosophy – that accepted himsa or violence to be an ever-present and unavoidable fact of human existence. The world, he noted, was “bound in a chain of destruction;” the basic mechanisms for the reproduction of biological and social life necessarily involved continuous injury to living matter. But modern civilization – its economic and political institutions as well as the habits it promoted and legitimated – posed the problem of violence in new and insistent terms. Gandhi famously declared the modern state to represent “violence in a concentrated and organized form;” it was a “soulless machine” that – like industrial capitalism – was premised upon and generated coercive forms of centralization and hierarchy.1 These institutions enforced obedience through the threat of violence, they forced people to labor unequally, they oriented desires towards competitive material pursuits. In his view, civilization was rendering persons increasingly weak, passive, and servile; in impinging upon moral personality, modern life degraded and deformed it. This was the structural violence of modernity, a violence that threatened bodily integrity but also human dignity, individuality, and autonomy. In this respect, Gandhi’s deepest ethical objection to violence was closely tied to a worldview that took violence to inhere in modern modes of politics and modern ways of living. -
Inspired by Gandhi and the Power of Nonviolence: African American
Inspired by Gandhi and the Power of Nonviolence: African American Gandhians Sue Bailey and Howard Thurman Howard Thurman (1899–1981) was a prominent theologian and civil rights leader who served as a spiritual mentor to Martin Luther King, Jr. Sue Bailey Thurman, (1903–1996) was an American author, lecturer, historian and civil rights activist. In 1934, Howard and Sue Thurman, were invited to join the Christian Pilgrimage of Friendship to India, where they met with Mahatma Gandhi. When Thurman asked Gandhi what message he should take back to the United States, Gandhi said he regretted not having made nonviolence more visible worldwide and famously remarked, "It may be through the Negroes that the unadulterated message of nonviolence will be delivered to the world." In 1944, Thurman left his tenured position at Howard to help the Fellowship of Reconciliation establish the Church for the Fellowship of All Peoples in San Francisco. He initially served as co-pastor with a white minister, Dr. Alfred Fisk. Many of those in congregation were African Americans who had migrated to San Francisco for jobs in the defense industry. This was the first major interracial, interdenominational church in the United States. “It is to love people when they are your enemy, to forgive people when they seek to destroy your life… This gives Mahatma Gandhi a place along side all of the great redeemers of the human race. There is a striking similarity between him and Jesus….” Howard Thurman Source: Howard Thurman; Thurman Papers, Volume 3; “Eulogy for Mahatma Gandhi:” February 1, 1948; pp. 260 Benjamin Mays (1894–1984) -was a Baptist minister, civil rights leader, and a distinguished Atlanta educator, who served as president of Morehouse College from 1940 to 1967. -
A Study of Swadeshi Movement in India
© June 2019| IJIRT | Volume 6 Issue 1 | ISSN: 2349-6002 Genesis of ‘Make in India’: A study of Swadeshi Movement in India Dr. Shekar Naik Assistant Professor of History, Government First Grade College, Channarayapatna, Hassan District Abstract - Etymologically, ‘Swadeshi’ means ‘One’s own and control. Such a policy aroused bitter feelings country’. It is made up of two words, namely, ‘Swa’ among some educated Indians, since it was believed meaning ‘self or own’ and ‘Desh’ meaning ‘country’, that Curzon was bent on bringing the entire system of which literally means ‘Make in India’ producing goods education under government control. within the country. This program was officially launched Baron Curzon set up the ‘Indian Universities on 25th September 2014 by the Government of India, to encourage companies to manufacture domestically Commission’ in 1902 to bring about a better order in (within India) by stimulating conducive investment into higher education. The commission made a number of manufacturing sector. The initiative aims at important recommendations, namely, to limit the size ‘Transforming India into a global design and of the university senates, to entrust teaching in manufacturing hub’. But carefully observed, this addition to examining powers to universities, to insist program finds its genesis in Swadeshi movement, which on a high educational standard from affiliated was proclaimed on August 7th, 1905, at the Calcutta colleges, to grant additional state aids to universities, Town Hall, in Bengal. Boycotting the foreign goods, to improve courses of studies, to abolish second-grade especially British made goods, was the core of ‘Swadeshi colleges and to fix a minimum rate of fees in the Movement’. -
The Praxis of Gandhi's Satyagraha: the Scholar–Practitioner
The Praxis of Gandhi’s Satyagraha: The Scholar–Practitioner Educational Leader as Moral “Truth Holder” This manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education. Charles L. Lowery Ohio University Chetanath Gautam Stephen F. Austin State University Chance D. Mays, Ed.D. Mt. Enterprise (Texas) Independent School District Through contemplation of a drastic divergence in thought from a paradigm of physical discipline and retaliation in learning environments to one of a peaceful demonstration of reflection and respect the authors construct a framework of spiritual leadership. From this framework a metaphor of satyagraha emerges as a means of leading schools and modeling meditative behavior for all—students, staff, and stakeholders. This alternative metaphor of educational leadership is based on the truthful speech of Gandhi, MLK, and Nelson Mandela—each with their own radical take on creating counternarratives to violence through non-violence and peaceful resistance. These counternarratives form four principal themes that require some degree of contemplation: truthful speech and teaching, authenticity of leadership, reality of experience as education, and goodness as advocacy and activism for social justice, equity and care. In conclusion, the authors explore how this connects the scholar–practitioner to the Satyagrahi—practitioners of “truth-holding.” NCPEA International Journal of Educational Leadership Preparation, Vol. 11, No. 2– December, 2016 ISSN: 2155-9635 © 2016 National Council of Professors of Educational Administration 71 Truth (satya) implies love, and firmness (agraha) engenders and therefore serves as a synonym for force. -
Satyagraha Vol. 54 No. 4
Connecticut College Digital Commons @ Connecticut College 1970-1971 Student Newspapers 10-20-1970 Satyagraha Vol. 54 No. 4 Connecticut College Follow this and additional works at: https://digitalcommons.conncoll.edu/ccnews_1970_1971 Recommended Citation Connecticut College, "Satyagraha Vol. 54 No. 4" (1970). 1970-1971. 15. https://digitalcommons.conncoll.edu/ccnews_1970_1971/15 This Newspaper is brought to you for free and open access by the Student Newspapers at Digital Commons @ Connecticut College. It has been accepted for inclusion in 1970-1971 by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. Vol. 54, No.4 Board Of Trustees eet To Review Summer Report by Sue Kronick would be de "able for the 1"0- on the " d m." Recenll~, the Summer Study gram's uceess," usan llood). \ tant Pr ... Committee s report has been the Ir. Robert Lonsh, Professor of f...." of Phdosopny, su ted focus of much discussion among Govemmem and Chairman <.tr the that in order 10 promolt IhougJu. faculty,. student and adminis- Summer Study Cornmutee, fuln on the part of the tudent !ratlve circles. At the Oct. 8 meet- stressed that the report's sug- coecerrung hi penonahLtd m~ of the Board of Trustees, 1r. geslion that students be given the "model," "II mlghl be d es"able Griswold •• Shatrman, expressed opportunity to create their O.....TI for the student 10 come before t~e .Bo~d s total sense of ~ppr~. "models" in no \lOa) Implied the the Comnnnee 10 defend and elation for the Committee s elimination of rradiuonal depart- rea s his model several limes. -
Gandhian Concept of Truth and Non-Violence
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 18, Issue 4 (Nov. - Dec. 2013), PP 67-69 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org Gandhian Concept of Truth and Non-Violence Arpana Ramchiary. Assistant Professor Department: Philosophy Barpeta Girls’ College, Barpeta Country: India Abstract: Gandhi was a great supporter of Truth and Non-violence. He had a great importance to the concept of Truth and Non-Violence.Truth or Satya, Ahimsa or Non-Violance are foundation of Ganghi’s philosophy. The word ‘Non-violence’ is a translation of the Sanskrit term ‘Ahimsa’. He stated that in its positive form, ‘Ahimsa’ means ‘The largest love, the greatest charity’. Moreover he stated that Ahimsa binds us to one another and also to God. So it is a unifying agent. Gandhi wrote, ‘Ahimsa and Love are one and the same thing’. According to Gandhi the word ‘Satya’ comes from the word ‘Sat’ which means ‘to exist’. So by the term ‘Satya’ Gandhi also means that which is not only existent but also true. Gandhi said that Truth and Non-Violence are the two sides of a same coin, or rather a smooth unstamped metallic disc. Who can say, which is the obverse, and which the reverse? Ahimsa is the means; Truth is the end. I will discuss the Gandhian concept of Truth and Non-Violence elaborately in this paper. Keywords: Truth or Satyagraha, Non-Violence or Ahimsa, Characteristics of Non-Violence, Qualities and Characteristics of Satyagrahi. Identification of Truth and God. I. Introduction: Gandhi was a great supporter of Truth and Non-violence. -
Strategic Nonviolent Power: the Science of Satyagraha Mark A
STRATEGIC NONVIOLENT POWER Global Peace Studies SERIES EDITOR: George Melnyk Global Peace Studies is an interdisciplinary series devoted to works dealing with the discourses of war and peace, conflict and post-conflict studies, human rights and inter- national development, human security, and peace building. Global in its perspective, the series welcomes submissions of monographs and collections from both scholars and activists. Of particular interest are works on militarism, structural violence, and postwar reconstruction and reconciliation in divided societies. The series encourages contributions from a wide variety of disciplines and professions including health, law, social work, and education, as well as the social sciences and humanities. SERIES TITLES: The ABCs of Human Survival: A Paradigm for Global Citizenship Arthur Clark Bomb Canada and Other Unkind Remarks in the American Media Chantal Allan Strategic Nonviolent Power: The Science of Satyagraha Mark A. Mattaini STRATEGIC THE SCIENCE OF NONVIOLENT SATYAGRAHA POWER MARK A. MATTAINI Copyright © 2013 Mark A. Mattaini Published by AU Press, Athabasca University 1200, 10011 – 109 Street, Edmonton, AB T5J 3S8 ISBN 978-1-927356-41-8 (print) 978-1-927356-42-5 (PDF) 978-1-927356-43-2 (epub) A volume in Global Peace Studies ISSN 1921-4022 (print) 1921-4030 (digital) Cover and interior design by Marvin Harder, marvinharder.com. Printed and bound in Canada by Marquis Book Printers. Library and Archives Canada Cataloguing in Publication Mattaini, Mark A. Strategic nonviolent power : the science of satyagraha / Mark A. Mattaini. (Global peace studies, ISSN 1921-4022) Includes bibliographical references and index. Issued also in electronic formats. ISBN 978-1-927356-41-8 1. -
The Origins of Non-Violence
The Origins of Non-violence Tolstoy and Gandhi in Their Historical Settings Martin Green The Origins of Non-violence This book describes the world-historical forces, acting on the periphery of the modern world—in Russia in the nineteenth century—which developed the idea of nonviolence in Tolstoy and then in Gandhi. It was from Tolstoy that Gandhi first learned of this idea, but those world-historical forces acted upon and through both men. The shape of the book is a convergence, the coming together of two widely separate lives, under the stress of history. The lives of Tolstoy and Gandhi begin at widely separate points— of time, of place, of social origin, of talent and of conviction; in the course of their lives, they become, respectively, military officer and novelist, and lawyer and political organizer. They win fame in those roles; but in the last two decades of their lives, they occupy the same special space—ascetic/saint/prophet. Tolstoy and Gandhi were at first agents of modern reform, in Russia and India. But then they became rebels against it and led a profound resistance—a resistance spiritually rooted in the traditionalism of myriad peasant villages. The book’s scope and sweep are enormous. Green has made history into an absorbing myth—a compelling and moving story of importance to all scholars and readers concerned with the history of ideas. www.mkgandhi.org Page 1 The Origins of Non-violence Preface This book tells how the modern version of nonviolence—and Satyagraha, and war-resistance, and one kind of anti-imperialism, even— were in effect invented by Tolstoy and Gandhi. -
How Satyagraha Still Drives Change Globally
How Satyagraha still drives change globally From Nelson Mandela’s Apartheid movement to the Arab Spring, Gandhian thought around non-violence continues to have an enduring global impact Last Published: Tue, Oct 16 2018. Ramin Jahanbegloo New Delhi: Gandhi is a global figure who is rarely studied and analysed from a global perspective. As a global thinker with a transhistorical influence, Gandhi applied his experiments with truth and practice of non-violence, not only at an individual level but also in the process of the global affairs. In Gandhi’s model of national and international politics, truth (satya) and non-violence (ahimsa) were brought into a mutually interacting and reinforcing relation. Therefore, as in the case of means and ends, truth and non-violence were, for Gandhi, interchangeable entities beyond cultural borders and mental ghettos. Moreover, according to Gandhi, non-violence in international politics was a matter of non-violent organization of the world bringing peace and interconnectedness among cultures and civilizations. As such, Gandhi was always concerned with cooperation among nations in terms of mutual understanding, empathetic friendship and non- violent partnership. Therefore, the main question for Gandhi was: how would world cultures and diverse religious traditions engage in a dialogue with each other? The heart of Gandhi’s ethics of interconnectedness and mutuality was to look within oneself, change oneself and then change the world. That is to say, at a more fundamental level, for Gandhi, cultures and nations were not isolated entities, because they all played a special role in the making of human history. Therefore, Gandhi rarely spoke in terms of a linear world history. -
The Indian Independence Struggle (1930 – 1931)
The Indian Independence Struggle (1930 – 1931) Lester R. Kurtz, Ph.D* June 2009 Summary of events related to the use or impact of civil resistance ©2009 International Center on Nonviolent Conflict Disclaimer: Hundreds of past and present cases of nonviolent conflict exist. To make these cases more accessible, the International Center on Nonviolent Conflict (ICNC) is compiling summaries of them on an ongoing basis. Each summary aims to provide a clear perspective on the role that nonviolent civil resistance has played or is playing in a particular case. The following is authored by someone who has expertise in this particular region of the world and/or expertise in the field of nonviolent conflict. The author speaks with his/her own voice, so the conflict summary below does not necessarily reflect the views of ICNC. If you would like to suggest a conflict that you feel should be summarized and included on ICNC's website, please contact us at [email protected] and let us know. *Lester R. Kurtz is a Professor at the Department of Sociology and Anthropology at George Mason University. ©2009 International Center on Nonviolent Conflict | 1 Conflict Summary: Mohandas Gandhi’s civil disobedience movement of 1930-1931—launched by the Salt March— is a critical case for understanding civil resistance. Although by itself it failed to bring Indian independence, it seriously undermined British authority and united India’s population in a movement for independence under the leadership of the Indian National Congress (INC). It further signaled a new stage in the struggle for Indian swaraj (self-rule) and facilitated the downfall of the British Empire in India. -
Options for Teaching on Gandhi and King
Special Section on Teaching Indic Traditions OPTIONS FOR TEACHING ON GANDHI AND KING By Fritz Blackwell sia/History 470—Gandhi, India and the United States— A is a transformation of a 300- level course called Twentieth-Century India. Each course sustained its exis- tence by meeting general require- ments for students at Washington State University who were not major- ing in history. In the earlier course students showed little interest in India since independence, especially April 18, 1946: Delhi. in the politics. This was due in part to the drama of Source: Gandhi, by Peter Rühe. the independence movement, and with events Photograph from the collection of Vithalkbhai Jhaveri, former member thereafter seeming prosaic to students, most of of the Indian National Movement. Publisher: Phaidon Press Limited, whom had little, if any, previous exposure to India copyright © 2001 Phaidon Press in either high school or college. I played up the Limited. excitement and historic significance of the move- ment and its colorful leaders, comparing them and their situation to the American Revolution. But I was not satisfied with my efforts to teach about the nature and importance of Gandhi’s satya- graha (active nonviolent resistance) movement and particular events within it.1 The role of nonviolence as a positive force (rather than passive), central to satyagraha, was equally difficult to get across to students.2 November 8, 1964: Atlanta. Source: Martin Luther King, Jr., The King Center 2002 Calendar. Copyright © The Estate of Martin Luther King, Jr. Photo: © 2001 Flip Schulke 35 hen the video series “Eyes on the Prize”3 appeared, I recognized the possibility of using some of the tapes as examples for satyagraha.4 Indeed, particular W satyagrahas and civil rights events can be compared; e.g., Vykom Satyagraha and Nashville lunch counter sit-ins; Salt Satyagraha and the Freedom Rides.