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Discussion Questions for Gandhi
Discussion Questions for Gandhi Some of the major characters to watch for: Mohandas Gandhi (aka “Mahatma” or “Bapu”), Kasturba Gandhi (his wife), Charlie Andrews (clergyman), Mohammed Jinnah (leader of the Muslim faction), Pandit Nehru (leader of the Hindu faction—also called “Pandi-gi”), Sardar Patel (another Hindu leader), General Jan Smuts, General Reginald Dyer (the British commander who led the Massacre at Amritzar), Mirabehn (Miss Slade), Vince Walker (New York Times reporter) 1. Gandhi was a truly remarkable man and one of the most influential leaders of the 20th century. In fact, no less an intellect than Albert Einstein said about him: “Generations to come will scarce believe that such a one as this ever in flesh and blood walked upon this earth.” Why him, this small, unassuming man? What qualities caused tens of millions to follow him in his mission to liberate India from the British? 2. Consider Gandhi’s speech (about 30 minutes into the film) to the crowd regarding General Smuts’s new law (fingerprinting Indians, only Christian marriage will be considered valid, police can enter any home without warrant, etc.). The crowd is outraged and cries out for revenge and violence as a response to the British. This is a pivotal moment in Gandhi’s leadership. What does he do to get them to agree to a non-violent response? Why do they follow him? 3. Consider Gandhi’s response to the other injustices depicted in the film (e.g., his burning of the passes in South Africa that symbolize second-class citizenship, his request that the British leave the country after the Massacre at Amritzar, his call for a general strike—a “day of prayer and fasting”—in response to an unjust law, his refusal to pay bail after an unjust arrest, his fasts to compel the Indian people to change, his call to burn and boycott British-made clothing, his decision to produce salt in defiance of the British monopoly on salt manufacturing). -
Complete List of Books in Library Acc No Author Title of Book Subject Publisher Year R.No
Complete List of Books in Library Acc No Author Title of book Subject Publisher Year R.No. 1 Satkari Mookerjee The Jaina Philosophy of PHIL Bharat Jaina Parisat 8/A1 Non-Absolutism 3 Swami Nikilananda Ramakrishna PER/BIO Rider & Co. 17/B2 4 Selwyn Gurney Champion Readings From World ECO `Watts & Co., London 14/B2 & Dorothy Short Religion 6 Bhupendra Datta Swami Vivekananda PER/BIO Nababharat Pub., 17/A3 Calcutta 7 H.D. Lewis The Principal Upanisads PHIL George Allen & Unwin 8/A1 14 Jawaherlal Nehru Buddhist Texts PHIL Bruno Cassirer 8/A1 15 Bhagwat Saran Women In Rgveda PHIL Nada Kishore & Bros., 8/A1 Benares. 15 Bhagwat Saran Upadhya Women in Rgveda LIT 9/B1 16 A.P. Karmarkar The Religions of India PHIL Mira Publishing Lonavla 8/A1 House 17 Shri Krishna Menon Atma-Darshan PHIL Sri Vidya Samiti 8/A1 Atmananda 20 Henri de Lubac S.J. Aspects of Budhism PHIL sheed & ward 8/A1 21 J.M. Sanyal The Shrimad Bhagabatam PHIL Dhirendra Nath Bose 8/A2 22 J.M. Sanyal The Shrimad PHIL Oriental Pub. 8/A2 Bhagabatam VolI 23 J.M. Sanyal The Shrimad PHIL Oriental Pub. 8/A2 Bhagabatam Vo.l III 24 J.M. Sanyal The Shrimad Bhagabatam PHIL Oriental Pub. 8/A2 25 J.M. Sanyal The Shrimad PHIL Oriental Pub. 8/A2 Bhagabatam Vol.V 26 Mahadev Desai The Gospel of Selfless G/REL Navijvan Press 14/B2 Action 28 Shankar Shankar's Children Art FIC/NOV Yamuna Shankar 2/A2 Number Volume 28 29 Nil The Adyar Library Bulletin LIT The Adyar Library and 9/B2 Research Centre 30 Fraser & Edwards Life And Teaching of PER/BIO Christian Literature 17/A3 Tukaram Society for India 40 Monier Williams Hinduism PHIL Susil Gupta (India) Ltd. -
The Social Life of Khadi: Gandhi's Experiments with the Indian
The Social Life of Khadi: Gandhi’s Experiments with the Indian Economy, c. 1915-1965 by Leslie Hempson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in the University of Michigan 2018 Doctoral Committee: Associate Professor Farina Mir, Co-Chair Professor Mrinalini Sinha, Co-Chair Associate Professor William Glover Associate Professor Matthew Hull Leslie Hempson [email protected] ORCID iD: 0000-0001-5195-1605 © Leslie Hempson 2018 DEDICATION To my parents, whose love and support has accompanied me every step of the way ii TABLE OF CONTENTS DEDICATION ii LIST OF FIGURES iv LIST OF ACRONYMS v GLOSSARY OF KEY TERMS vi ABSTRACT vii INTRODUCTION 1 CHAPTER 1: THE AGRO-INDUSTRIAL DIVIDE 23 CHAPTER 2: ACCOUNTING FOR BUSINESS 53 CHAPTER 3: WRITING THE ECONOMY 89 CHAPTER 4: SPINNING EMPLOYMENT 130 CONCLUSION 179 APPENDIX: WEIGHTS AND MEASURES 183 BIBLIOGRAPHY 184 iii LIST OF FIGURES FIGURE 2.1 Advertisement for a list of businesses certified by AISA 59 3.1 A set of scales with coins used as weights 117 4.1 The ambar charkha in three-part form 146 4.2 Illustration from a KVIC album showing Mother India cradling the ambar 150 charkha 4.3 Illustration from a KVIC album showing giant hand cradling the ambar charkha 151 4.4 Illustration from a KVIC album showing the ambar charkha on a pedestal with 152 a modified version of the motto of the Indian republic on the front 4.5 Illustration from a KVIC album tracing the charkha to Mohenjo Daro 158 4.6 Illustration from a KVIC album tracing -
The Life Ad Afterlife of the Mahatma
Indi@logs Vol 1 2014, pp. 103-122, ISSN: 2339-8523 ------------------------------------------------------------------------------------------------ GADHI ISM VS . G ADHI GIRI : THE LIFE AD AFTERLIFE OF THE MAHATMA 1 MAKARAND R. P ARANJAPE Jawaharlal Nehru University [email protected] Received: 11-05-2013 Accepted: 01-10-2013 ABSTRACT This paper, which contrasts Rajkumar Hirani’s Lage Raho Munna Bhai (2006) with Richard Attenborough’s Gandhi (1982), is as much a celebration of Bollywood as of Gandhi. It is to the former that the credit for most effectively resurrecting the Mahatma should go, certainly much more so than to Gandhians or academics. For Bollywood literally revives the spirit of Gandhi by showing how irresistibly he continues to haunt India today. Not just in giving us Gandhigiri—a totally new way of doing Gandhi in the world—but in its perceptive representation of the threat that modernity poses to Gandhian thought is Lage Raho Munna Bhai remarkable. What is more, it also draws out the distinction between Gandhi as hallucination and the real afterlife of the Mahatma. The film’s enormous popularity at the box office—it grossed close to a billion rupees—is not just an index of its commercial success, but also proof of the responsive chord it struck in Indian audiences. But it is not just the genius and inventiveness of Bollywood cinema that is demonstrated in the film as much as the persistence and potency of Gandhi’s own ideas, which have the capacity to adapt themselves to unusual circumstances and times. Both Richard Attenborough’s Oscar-winning epic, and Rajkumar Hirani’s Lage Raho Munna Bhai show that Gandhi remains as media-savvy after his death as he was during his life. -
Gandhi Sites in Durban Paul Tichmann 8 9 Gandhi Sites in Durban Gandhi Sites in Durban
local history museums gandhi sites in durban paul tichmann 8 9 gandhi sites in durban gandhi sites in durban introduction gandhi sites in durban The young London-trained barrister, Mohandas Karamchand Gandhi 1. Dada Abdullah and Company set sail for Durban from Bombay on 19 April 1893 and arrived in (427 Dr Pixley kaSeme Street) Durban on Tuesday 23 May 1893. Gandhi spent some twenty years in South Africa, returning to India in 1914. The period he spent in South Africa has often been described as his political and spiritual Sheth Abdul Karim Adam Jhaveri, a partner of Dada Abdullah and apprenticeship. Indeed, it was within the context of South Africa’s Co., a firm in Porbandar, wrote to Gandhi’s brother, informing him political and social milieu that Gandhi developed his philosophy and that a branch of the firm in South Africa was involved in a court practice of Satyagraha. Between 1893 and 1903 Gandhi spent periods case with a claim for 40 000 pounds. He suggested that Gandhi of time staying and working in Durban. Even after he had moved to be sent there to assist in the case. Gandhi’s brother introduced the Transvaal, he kept contact with friends in Durban and with the him to Sheth Abdul Karim Jhaveri, who assured him that the job Indian community of the City in general. He also often returned to would not be a difficult one, that he would not be required for spend time at Phoenix Settlement, the communitarian settlement he more than a year and that the company would pay “a first class established in Inanda, just outside Durban. -
Poem/Essay Contest
Dr. Martin Luther King, Jr. 2020 POEM/ESSAY CONTEST African Americans and the Vote 2020’s theme for Black History Month is “African Americans and the Vote,” as it speaks to the ongoing struggle on the part of both black men and women throughout American History. One of Dr. Martin Luther King Jr.’s 1957 speech, “Give Us the Ballot,” aimed at increasing voter registration and advocating voting rights for African Americans in the United States while addressing key changes that would result in African Americans regaining voting rights. POEM CONTEST (Grades 1-4 ) Write a poem about Dr. Martin Luther King, Jr. and include the phrase “Give Us the Ballot” from his 1957 speech which supported voting rights for African Americans in the United States. Contest Rules: · Open to all Yonkers students in grades 1-4; one entry per student · All entries must include a cover page with the student’s name, grade level, school, home address and contact phone number · Winning poem will be displayed at Yonkers City Hall and posted online · One winner will be chosen from grades 1-4 · Winner will be selected to read their poem at the Yonkers’ Black History Month Celebration on February 27, 2020 at Yonkers City Hall ESSAY CONTEST (Grades 5-8 ) Submit a 2-page essay comparing the Voting Rights Act of 1965 vs. the voting changes of 2020. (Double spaced, 12pt font, Times New Roman) Contest Rules: · Open to all Yonkers students in grades 5-8; one entry per student · All entries must include a cover page with the student’s name, grade level, school, home address and -
Chapter I Introduction
CHAPTER I INTRODUCTION Nonviolence is the pillar of Gandhi‘s life and work. His concept of nonviolence was based on cultivating a particular philosophical outlook and was integrally associated with truth. For him, nonviolence not just meant refraining from physical violence interpersonally and nationally but refraining from the inner violence of the heart as well. It meant the practice of active love towards one‘s oppressor and enemies in the pursuit of justice, truth and peace; ―Nonviolence cannot be preached‖ he insisted, ―It has to be practiced.‖ (Dear John, 2004). Non Violence is mightier than violence. Gandhi had studied very well the basic nature of man. To him, "Man as animal is violent, but in spirit he is non-violent.‖ The moment he awakes to the spirit within, he cannot remain violent". Thus, violence is artificial to him whereas non-violence has always an edge over violence. (Gandhi, M.K., 1935). Mahatma Gandhi‘s nonviolent struggle which helped in attaining independence is the biggest example. Ahimsa (nonviolence) has been part of Indian religious tradition for centuries. According to Mahatma Gandhi the concept of nonviolence has two dimensions i.e. nonviolence in action and nonviolence in thought. It is not a negative virtue rather it is positive state of love. The underlying principle of non- violence is "hate the sin, but not the sinner." Gandhi believes that man is a part of God, and the same divine spark resides in all men. Since the same spirit resides in all men, the possibility of reforming the meanest of men cannot be ruled out. -
New and Bestselling Titles Sociology 2016-2017
New and Bestselling titles Sociology 2016-2017 www.sagepub.in Sociology | 2016-17 Seconds with Alice W Clark How is this book helpful for young women of Any memorable experience that you hadhadw whilehile rural areas with career aspirations? writing this book? Many rural families are now keeping their girls Becoming part of the Women’s Studies program in school longer, and this book encourages at Allahabad University; sharing in the colourful page 27A these families to see real benefit for themselves student and faculty life of SNDT University in supporting career development for their in Mumbai; living in Vadodara again after daughters. It contributes in this way by many years, enjoying friends and colleagues; identifying the individual roles that can be played reconnecting with friendships made in by supportive fathers and mothers, even those Bangalore. Being given entrée to lively students with very little education themselves. by professors who cared greatly about them. Being treated wonderfully by my interviewees. What facets of this book bring-in international Any particular advice that you would like to readership? share with young women aiming for a successful Views of women’s striving for self-identity career? through professionalism; the factors motivating For women not yet in college: Find supporters and encouraging them or setting barriers to their in your family to help argue your case to those accomplishments. who aren’t so supportive. Often it’s submissive Upward trends in women’s education, the and dutiful mothers who need a prompt from narrowing of the gender gap, and the effects a relative with a broader viewpoint. -
1. Letter to Children of Bal Mandir
1. LETTER TO CHILDREN OF BAL MANDIR KARACHI, February 4, 1929 CHILDREN OF BAL MANDIR, The children of the Bal Mandir1are too mischievous. What kind of mischief was this that led to Hari breaking his arm? Shouldn’t there be some limit to playing pranks? Let each child give his or her reply. QUESTION TWO: Does any child still eat spices? Will those who eat them stop doing so? Those of you who have given up spices, do you feel tempted to eat them? If so, why do you feel that way? QUESTION THREE: Does any of you now make noise in the class or the kitchen? Remember that all of you have promised me that you will make no noise. In Karachi it is not so cold as they tried to frighten me by saying it would be. I am writing this letter at 4 o’clock. The post is cleared early. Reading by mistake four instead of three, I got up at three. I didn’t then feel inclined to sleep for one hour. As a result, I had one hour more for writing letters to the Udyoga Mandir2. How nice ! Blessings from BAPU From a photostat of the Gujarati: G.N. 9222 1 An infant school in the Sabarmati Ashram 2 Since the new constitution published on June 14, 1928 the Ashram was renamed Udyoga Mandir. VOL.45: 4 FEBRUARY, 1929 - 11 MAY, 1929 1 2. LETTER TO ASHRAM WOMEN KARACHI, February 4, 1929 SISTERS, I hope your classes are working regularly. I believe that no better arrangements could have been made than what has come about without any special planning. -
MARCH 2019 .Com/Civilsocietyonline `80
VOL. 16 NO. 5 MARCH 2019 www.civilsocietyonline.com .com/civilsocietyonline `80 GIRL POWER IN BIHAR How Project Lehar is bringing serious change A FARM COLLEGE IN Goa INTERVIEW LOW-COST COLD STorage Pages 8-9 ‘A BASIC INCOME WILL Pages 22-24 ‘collecTIVISE WOMEN’ GIVE Young choices’ DO MINISTERS MATTER? Pages 10-11 Page 26 P.D. RAI SAYS SIKKIM IS WORRIED A PEOPLE’s suRGEON ABOUT JOBLESSNESS AfgHAN CHARLIE CHAPLIN Page 14 Pages 6-7 Pages 29-30 Conservation of Biodiversity by Himalaya We, at Himalaya, have planted more than 700,000 trees over the last 5 years as part of our Biodiversity Conservation initiative in the Western Ghats, Maharashtra. In association with SEBC (Society for Environment and Biodiversity Conservation), Pune, we also conduct Annual Awareness programs around International Biodiversity Day in Pune and Goa. Himalaya has also partnered with WeForest in order to stop the loss of natural forestry and accelerate forest landscape restoration. Through this initiative, we are planting trees in the Khasi Hills region of Meghalaya this year. Setting the pace for a sustainable ecosystem, our Tree Planting initiative has made a positive impact on the environment, where forests are managed sustainably for climate and humanity. VOICES CONTENTS There were no inputs in the school IN THE LIGHT SAMITA RATHOR curriculum about social values. When I returned to India with my children nine months later, we had all gone to a friend’s house for dinner. My children, who were eating some R E A D U S. W E R E A D Y O U. -
1. WHAT SHOULD BE DONE WHERE LIQUOR IS BEING SERVED? a Gentleman Asks in Sorrow:1 I Am Not Aware of Liquor Having Been Served at the Garden Party
1. WHAT SHOULD BE DONE WHERE LIQUOR IS BEING SERVED? A gentleman asks in sorrow:1 I am not aware of liquor having been served at the garden party. However, I would have attended it even if I had known it. A banquet was held on the same day. I attended it even though liquor was served there. I was not going to eat anything at either of these two functions. At the dinner a lady was sitting on one side and a gentleman on the other side of me. After the lady had helped herself with the bottle it would come to me. It would have to pass me in order to reach the gentleman. It was my duty to pass it on to the latter. I deliberately performed my duty. I could have easily refused to pass it saying that I would not touch a bottle of liquor. This, however, I considered to be improper. Two questions arise now. Is it proper for persons like me to go where drinks are served ? If the answer is in the affirmative, is it proper to pass a bottle of liquor from one person to another? So far as I am concerned the answer to both the questions is in the affirmative. It could be otherwise in the case of others. In such matters, I know of no royal road and, if there were any, it would be that one should altogether shun such parties and dinners. If we impose any restrictions with regard to liquor, why not impose them with regard to meat, etc.? If we do so with the latter, why not with regard to other items which we regard as unfeatable? Hence if we look upon attending such parties as harmful in certain circumstances, the best way seems to give up going to all such parties. -
Modi's First Speech in Parliament June 2014 Honourable Madam Speaker
Modi’s first speech in Parliament June 2014 Honourable Madam Speaker, I am in this house for the first time today. My entry is also new, and the opportunity to give a speech is also happening for the first time. The parliamentary traditions of this House have been very high. There are many senior veterans in this House who are very experienced. Veterans with an experience of three or four decades in which they have raised the questions/problems of the nation, resolved them, and consistently worked hard for the nation, are sitting in this house today. When a new person like me says something, there may be some lapses in maintaining the dignity and decorum of the House. For being new, you will forgive those lapse, I am fully certain. 01:40 More than 50 respected members of the Lok Sabha presented their opinions on the President's speech. I heard almost all the speeches, some while sitting in the House and some while sitting in my room. Respected Mallikarjunaji, eespected Mulayam Singhji, respected Dr Thambhiduraiji, Bhartuhariji, leaders of Trinamool Congress. I heard the veterans. It is true that a tone was conveyed, that “you have said a lot of things but how will you do it ? When will you do it ?” I believe that the right topic is touched, and it is very natural for these questions to be raised. I will recount an experience of mine In Gujarat. I had just become the new Chief Minister in Gujarat. Once I said in the house, “I want to provide electricity in the villages of Gujarat 24 hours a day”.