Gandhi Wields the Weapon of Moral Power (Three Case Stories)

Total Page:16

File Type:pdf, Size:1020Kb

Gandhi Wields the Weapon of Moral Power (Three Case Stories) Gandhi wields the weapon of moral power (Three Case Stories) By Gene Sharp Foreword by: Dr. Albert Einstein First Published: September 1960 Printed & Published by: Navajivan Publishing House Ahmedabad 380 014 (INDIA) Phone: 079 – 27540635 E-mail: [email protected] Website: www.navajivantrust.org Gandhi wields the weapon of moral power FOREWORD By Dr. Albert Einstein This book reports facts and nothing but facts — facts which have all been published before. And yet it is a truly- important work destined to have a great educational effect. It is a history of India's peaceful- struggle for liberation under Gandhi's guidance. All that happened there came about in our time — under our very eyes. What makes the book into a most effective work of art is simply the choice and arrangement of the facts reported. It is the skill pf the born historian, in whose hands the various threads are held together and woven into a pattern from which a complete picture emerges. How is it that a young man is able to create such a mature work? The author gives us the explanation in an introduction: He considers it his bounden duty to serve a cause with all his ower and without flinching from any sacrifice, a cause v aich was clearly embodied in Gandhi's unique personality: to overcome, by means of the awakening of moral forces, the danger of self-destruction by which humanity is threatened through breath-taking technical developments. The threatening downfall is characterized by such terms as "depersonalization" regimentation “total war"; salvation by the words “personal responsibility together with non-violence and service to mankind in the spirit of Gandhi I believe the author to be perfectly right in his claim that each individual must come to a clear decision for himself in this important matter: There is no “middle ground ". At the Nuremberg trials the following principle was put into practice: The moral responsibility of an individualcannot be superseded by the laws of the State. May the day come soon when this principle is not merely put into opera- tion in the case of citizens of a vanquished country! Gene Sharp may have drawn the strength to complete his work from the inner struggle these problems have engendered. No attentive reader will be able to ignore its effect. Princeton, New Jersey April 1953 Translated from the German by Herman Brinkman www.mkgandhi.org Page 1 Gandhi wields the weapon of moral power INTRODUCTION By Dr. Bharatan Kumarappa We have arrived at a moment in human history when wars have to be banned if humanity is to survive. Nations are forging nuclear weapons which, if used in a war, are likely' to destroy or poison life on this planet for generations. Man has, therefore, for his very survival to find some other way of overcoming conflict than war. Against this background Gandhiji's life, message and work derive vital significance for he points to an alternative to war. He turned his back to violence, but he did not on that account meekly submit to evil. He discovered a way of fighting evil, a dynamic way, which he felt could never know defeat. His way was the one taught by the Prophets, not of striking the opponent down, but of winning him over by an appeal to his reason and conscience through selfless devotion to a righteous cause, self-suffering and love. He took seriously Buddha's instruction to overcome hatred by love and Jesus' teaching to love your enemy. He imbibed the. Hindu teaching of centuries of the marvellous spiritual value of self-suffering. His genius lay in blind faith in these principles and ruthless application of them in practice. His life, as he himself looked upon it, was nothing other than a series of experiments with these principles. He was interested in nothing else. Science had achieved wonders in carrying on experiments in the material world and in the discovery of natural laws. Gandhiji spent his life in making experiments in the spiritual world, and in the discovery of the efficacy of the great spiritual laws taught by seers through the centuries. He saw, for instance, how these laws had to be applied in any given circumstance, what they implied in regard to the one who tried to apply them, whatwere the prerequisites to which he had to conform if he- were to apply them effectively, what changes they pro- duced or tended to produce in those in relation to whom, they were applied, www.mkgandhi.org Page 2 Gandhi wields the weapon of moral power what were the various steps to be taken to convert the opponent, and what were the pitfalls to be avoided. What makes Gandhiji's experiments unique and epoch making is that he set out to experiment with these great spiritual principles in every sphere of human life, including the social. He did not limit them to the individual sphere, to which people generally limit religion. He applied them also to man's dealings with his fellowmen. He sought through them to bring about the reign of justice, love and peace, and to terminate oppression, exploitation, hatred and strife. Till now social conflict was suppressed by the superior brute force of the State, or of the capitalist or the organized strength of labour or whatever party was in. power. Might was right. Gandhi}i saw that brute force did not overcome conflict. Though it might suppress opposition for a time, opposition in fact grew stronger under repression. The only way therefore to root out conflict altogether from the social sphere was to win over the opponent. How this could best be done was Gandhiji's life-long quest. He started on this quest in South Africa to overcome racial prejudice against Indians, and continued it in India till his last breath against various social evils prevalent in the country. The author of this book gives three instances of how Gandhiji used spiritual laws to overcome hatred and strife and to bring about justice and peace. One was in the economic sphere, to free the peasants of Champaran from exploitation by British planters; another in the political sphere, to wage war against alien rule; and still another in the social sphere to overcome hatred between religious groups, viz. the Hindus and the Muslims. The author keeps theory to the minimum and lets the reader observe each campaign as it took place. He takes great pains to give first-hand records of facts and the testimony of eye-witnesses and fellow workers with Gandhiji. Each campaign thus passes before the reader as in a photographic film, for him to learn for himself how this method actually worlds in every detail. The teaching aimed at is one by example which is always more effective than teaching by precept. www.mkgandhi.org Page 3 Gandhi wields the weapon of moral power Systematic non-violent resistance in the social sphere as developed by Gandhiji is hitherto unknown in human history. It ranks in importance for man, at least as high as the discovery and use of atomic energy. Gandhiji was the first experimenter in this field. His technique and results require to be studied if the world is to move towards the resolving of human conflicts through peaceful methods. More such books as this will have to be written, giving other instances of Gandhiji's non-violent campaigns, and more experimenters must follow, carrying the work of Gandhiji in this regard further. That an American should come forward with thd first effort of this kind is significant. For one thing it indicates that even among those who have attained the leadership of the world in the manufacture of nuclear weapons, there are some who have begun to realize the need to find an alternative to such weapons. For another,, it raises the hope that the scientific methods of investigation which have led to the discovery and improvement of nuclear weapons in America may still be applied, as Gandhiji wished, to perfecting the weapon of moral power, which he was the first to forge in his own imperfect pioneer way. New Delhi October, 1956 www.mkgandhi.org Page 4 Gandhi wields the weapon of moral power ABOUT THE AUTHOR The author, Gene Sharp, was born in 1928 in North Baltimore, Ohio, U.S.A. He was graduated from NorthHigh School, Columbus, Ohio in 1946 after attending several schools in that State. He holds the degrees of Bachelor of Arts with high distinction in social sciences from the Ohio State University (1949) and Master of Arts in sociology from the same University (1951). His M. A. thesis was en- titled Non-violence: A Sociological Study. While at the University he was active in religious, socialist, pacifist and anti-discrimination organizations, was a member of the University debate team, and was elected to several honoraries. In 1951 he moved to New York where he supported himself by part-time jobs while continuing his research on Gandhi and non-violent resistance. This volume was completed in February 1953 at the age of twenty-five. In April 1953 he was sentenced to two years' imprisonment for civil disobedience to military conscription; over nine months were served in prison and the remainder on parole. In his position he was firmly supported by the late Dr. Albert Einstein. While in the United States he held a variety of jobs, including working as a factory labourer, gardener, guide to a blind social worker, and secretary to A. J. Muste, America's leading pacifist. He was invited in 1955 to become Assistant Editor of Peace News, the weekly pacifist newspaper published in London, where he remained until 1958.
Recommended publications
  • 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).
    [Show full text]
  • Grade 5 Workbook © Copyright Oxford University Press Contents
    Janet Hardy-Gould English Plus Grade 5 Workbook © Copyright Oxford University Press Contents page Unit 1 Home and away 4 Unit 2 Sports 10 Unit 3 Fantasy world 18 Unit 4 Living things 26 Unit 5 Values 34 Unit 6 World of work 42 Unit 7 Holidays 50 Unit 8 Creativity 58 Unit 9 Reading for pleasure 60 Language focus reference and practice 62 Pronunciation bank 80 Wordlist 83 Arts and STEM 94 © Copyright Oxford University Press 1 Home and away VOCABULARY Familiar words 1 Find nine more words. 3 Complete the dialogue with the words BICYCLEAG in the box. OKPHONEC L a Bye English later OPGQVUWOT poster thanks this yes KOTAB L EME ZSLUESHPA Anna Hi Jack. How are you? WTMG I R L UC Jack Fine, thanks . CETBONPTH Anna What’s this in 1 ? ARQHRDKEE 2 RVUZBOYRR Jack It’s a . Anna And what’s 3 ? b o o k 1 c r Jack It’s 4 pencil. 2 p s e 3 c mp e Anna Oh, 5 . Thanks. 4 t ch 5 b c l Jack See you 6 . 6 p n 7 t bl Anna 7 ! 8 gi l 9 b y 2 Look at the pictures and complete the 4 Look at the pictures and write sentences with the words in the box. questions and answers. Draw your own picture for numbers 4 and 5. bag bicycle boy car pen pencil 1 2 3 It’s a car . 1 It’s a . 4 5 What’s this in English? It’s a book. 2 It’s a .
    [Show full text]
  • Bio Data DR. JAYADEVA YOGENDRA
    4NCE Whenever we see Dr. Jayadeva, we are reminded of Patanjali's Yoga Sutra: "When one becomes disinterested even in Omniscience One attains perpetual discriminative enlightenment from which ensues the concentration known as Dharmamegha (Virtue Pouring Cloud)". - Yoga Sutra 4.29 He represents a mind free of negativity and totally virtuous. Whoever comes in contact with him will only be blessed. The Master, Dr Jayadeva, was teaching in the Yoga Teachers Training class at The Yoga Institute. After the simple but inspiring talk, as usual he said. IIAnyquestions?" After many questions about spirituality and Yoga, one young student asked, "Doctor Sahab how did you reach such a high state of development?" In his simple self-effacing way he did not say anything. Theyoung enthusiast persisted, 'Please tell us.II He just said, "Adisciplined mind." Here was the definition of Yoga of Patanjali, "roqa Chitta Vritti Nirodha" Restraining the modifications of the mind is Yoga. Naturally the next sutra also followed "Tada Drashtu Svarupe Avasthanam". "So that the spirit is established in its own true nature." Recently, there was a function to observe the 93fd Foundation Day of The Yoga Institute which was founded by Dr. Jayadeva's father, Shri Yogendraji - the Householder Yogi and known as "the Father of Modern Yoga Renaissance". At the end of very "learned" inspiring presentations, the compere requested Dr.Jayadeva." a man of few words" to speak. Dr.Jayadeva just said,"Practise Yoga.II Top: Mother Sita Devi Yogendra, Founder Shri Yogendraji, Dr. Jayadeva Yogendra, Hansaji Jayadeva Yogendra, Patanjali Jayadeva Yogendra. Bottom: Gauri Patanjali Yogendra, Soha Patanjali Yogendra, Dr.
    [Show full text]
  • 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
    [Show full text]
  • GUJARAT UNIVERSITY Hisotry M.A
    Publication Department, Guajrat University [1] GUJARAT UNIVERSITY Hisotry M.A. Part-I Group - 'A' In Force from June 2003, Compulsory Paper-I (Historiography, Concept, Methods and Tools) (100 Marks : 80 Lectures) Unit-1 : Meaning and Scope of Hisotry (a) Meaning of History and Importance of its study. (b) Nature and Scope of History (c) Collection and selection of sources (data); evidence and its transmission; causation; and 'Historicism' Unit-2 : History and allied Disciplines (a) Archaeology; Geography; Numasmatics; Economics; Political Science; Sociology and Literature. Unit-3 : Traditions of Historical Writing (a) Greco-Roman traditions (b) Ancient Indian tradition. (c) Medieval Historiography. (d) Oxford, Romantic and Prussion schools of Historiography Unit-4 : Major Theories of Hisotry (a) Cyclical, Theological, Imperalist, Nationalist, and Marxist Unit-5 : Approaches to Historiagraphy (a) Evaluation of the contribution to Historiography of Ranke and Toynbee. (b) Assessment of the contribution to Indian Historiography of Jadunath Sarkar, G.S. Sardesai and R.C. Majumdar, D.D. Kosambi. (c) Contribution to regional Historiography of Bhagvanlal Indraji and Shri Durga Shankar Shastri. Paper-I Historiography, Concept, Methods and Tools. Suggested Readings : 1. Ashley Montagu : Toynbee and History, 1956. 2. Barnes H.E. : History of Historical Writing, 1937, 1963 3. Burg J.B. : The Ancient Greek Historians, 1909. 4. Car E.H. : What is History, 1962. 5. Cohen : The meaning of Human History, 1947, 1961. 6. Collingwood R.G. : The Idea of History, 1946. 7. Donagan Alan and Donagan Barbara : Philosophy of History, 1965 8. Dray Will Iam H : Philosophy of History, 1964. 9. Finberg H.P.R. (Ed.) : Approaches to History, 1962.
    [Show full text]
  • Gandhi and Mani Bhavan
    73 Gandhi and Mani Bhavan Sandhya Mehta Volume 1 : Issue 07, November 2020 1 : Issue 07, November Volume Independent Researcher, Social Media Coordinator of Mani Bhavan, Mumbai, [email protected] Sambhāṣaṇ 74 Abstract: This narrative attempts to give a brief description of Gandhiji’s association with Mani Bhavan from 1917 to 1934. Mani Bhavan was the nerve centre in the city of Bombay (now Mumbai) for Gandhiji’s activities and movements. It was from here that Gandhiji launched the first nationwide satyagraha of Rowlett Act, started Khilafat and Non-operation movements. Today it stands as a memorial to Gandhiji’s life and teachings. _______ The most distinguished address in a quiet locality of Gamdevi in Mumbai is the historic building, Mani Bhavan - the house where Gandhiji stayed whenever he was in Mumbai from 1917 to 1934. Mani Bhavan belonged to Gandhiji’s friend Revashankar Jhaveri who was a jeweller by profession and elder brother of Dr Pranjivandas Mehta - Gandhiji’s friend from his student days in England. Gandhiji and Revashankarbhai shared the ideology of non-violence, truth and satyagraha and this was the bond of their empathetic friendship. Gandhiji respected Revashankarbhai as his elder brother as a result the latter was ever too happy to Volume 1 : Issue 07, November 2020 1 : Issue 07, November Volume host him at his house. I will be mentioning Mumbai as Bombay in my text as the city was then known. Sambhāṣaṇ Sambhāṣaṇ Volume 1 : Issue 07, November 2020 75 Mani Bhavan was converted into a Gandhi museum in 1955. Dr Rajendra Prasad, then The President of India did the honours of inaugurating the museum.
    [Show full text]
  • Feature Films
    NOMINATIONS AND AWARDS IN OTHER CATEGORIES FOR FOREIGN LANGUAGE (NON-ENGLISH) FEATURE FILMS [Updated thru 88th Awards (2/16)] [* indicates win] [FLF = Foreign Language Film category] NOTE: This document compiles statistics for foreign language (non-English) feature films (including documentaries) with nominations and awards in categories other than Foreign Language Film. A film's eligibility for and/or nomination in the Foreign Language Film category is not required for inclusion here. Award Category Noms Awards Actor – Leading Role ......................... 9 ........................... 1 Actress – Leading Role .................... 17 ........................... 2 Actress – Supporting Role .................. 1 ........................... 0 Animated Feature Film ....................... 8 ........................... 0 Art Direction .................................... 19 ........................... 3 Cinematography ............................... 19 ........................... 4 Costume Design ............................... 28 ........................... 6 Directing ........................................... 28 ........................... 0 Documentary (Feature) ..................... 30 ........................... 2 Film Editing ........................................ 7 ........................... 1 Makeup ............................................... 9 ........................... 3 Music – Scoring ............................... 16 ........................... 4 Music – Song ...................................... 6 ..........................
    [Show full text]
  • Congratulations to the Class of 2016
    the magazine of notre dame academy Also: Congratulations to the Class of 2016 summer 2016 | volume 12 | issue 2 vita! summer 2016 | volume 12 | issue 2 Message from the President inside this issue contributors “ NDA is a recipe for success, and our flavors are so bold and Editor complex, that they keep you coming back for more.” Kathryn Quinn Miller ’97 Contributing Writers Ashley Simmons ’08 Many of you know that I love to cook, and it should not shock you that working Design Amanda Quintin Design in education is also very special to me. Both cooking and teaching have a lot in Printing common. The culinary influences that make up my recipes are French, Italian, Reynolds DeWalt Mexican, and Vietnamese. Fusion cooking excites me and I find the key to a tasty Photography dish is a balance of flavors – sweet, salt, spice, and crunch. Similarly, at the heart Ryan Hutton 6 11 of Catholic education is balance. At first, this seems strange, because when you Lifetouch look at the structure of a school it is built upon compartmentalization. Students Michael Russo study math in their math class and social studies in their social studies class. The Published by the Office of Institutional Advancement classroom is a mini fiefdom that is fortified by a cavalcade of teachers who want Notre Dame Academy to rightfully protect their space. 1073 Main Street Hingham, MA 02043 The reason I love fusion cooking is because when you take the elegance of French cuisine and meld it with 781.749.5930 www.ndahingham.com the colors and flavors of Mexico, something transformative happens, and the palate dances to the beat of the mariachi.
    [Show full text]
  • Sunday January 5, 2003
    Apr 12, 2015 Second Sunday of Easter Trinity Lutheran Church, Cottage Grove, OR James L. Markus See it. Hear it. Proclaim it. 1 John 1:1–4 (ESV) — 1 That which was from the beginning, which we have heard, which we have seen with our eyes, which we looked upon and have touched with our hands, concerning the word of life— 2 the life was made manifest, and we have seen it, and testify to it and proclaim to you the eternal life, which was with the Father and was made manifest to us— 3 that which we have seen and heard we proclaim also to you, so that you too may have fellowship with us; and indeed our fellowship is with the Father and with his Son Jesus Christ. 4 And we are writing these things so that our joy may be complete. Earlier this year, Time Magazine did an extensive feature on possible breakthroughs in human longevity. If I remember right, an article suggested that soon it would be possible for humans to routinely live over 120 years up to even 150 years. Of course that is nothing when compared to Methuselah who lived 969 years. While we might not want to live that long in this corrupted body in this evil world, we certainly can be grateful for medical technology which is lengthening the human life span. And, we do look forward to eternity. I find it interesting that it is more than simply Christians who believe in an afterlife. The great pyramids of Egypt were built to assure the Pharaoh of a great afterlife.
    [Show full text]
  • 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.
    [Show full text]
  • Volume Fourty-One : (Dec 2, 1927
    1. SPEECH AT PUBLIC MEETING, CHICACOLE December 3, 1927 You seem to be dividing all the good things with poor Utkal1. I flattered myself with the assumption that my arrival here is one of the good things, for I was going to devote all the twenty days to seeing the skeletons of Orissa; but as you, the Andhras, are the gatekeepers of Orissa on this side, you have intercepted my march. But I am glad you have anticipated me also. After entering Andhra Desh, I have been doing my business with you and I know God will reward all those unknown people who have been co-operating with me who am a self- appointed representative of Daridranarayana. And here, too, you have been doing the same thing. Last night, several sister came and presented me with a purse. But let me tell you this is not after all my tour in Andhra. I am not going to let you alone so easily as this, nor will Deshabhakta Konda Venkatappayya let me alone, because I have toured in some parts of Ganjam. I am under promise to tour Andhra during the early part of next year, and let me hope what you are doing is only a foretaste of what you are going to do next year. You have faith in true non-co-operation. There is the great drink evil, eating into the vitals of the labouring population. I would like you to non-co-operate with that evil without a single thought and I make a sporting proposal, viz., that those who give up drink habit should divide their savings with me on behalf of Daridranarayan.
    [Show full text]
  • Keywords in Literature and Culture (KILC). : Modernism
    Melba Cuddy-Keane is Emerita Member of the Graduate Department “Modernism: Keywords will be an indispensable Melba Cuddy-Keane of English, University of Toronto, resource from the moment it appears. The work is Adam Hammond and Emerita Professor, University rigorous in theoretical conception, broad in historical of Toronto-Scarborough, Canada. reach, and powerfully revisionary in its implications Alexandra Peat Modernism: Keywords presents a Her publications include Virginia for modernist study. It falls within the distinguished series of short entries explaining Woolf, the Intellectual, and the Public the diverse and often contradictory Sphere (2003), the Harcourt annotated legacy of Raymond Williams but also applies the meanings of words used with frequency edition of Virginia Woolf’s Between most current methods to an expanding archive of and urgency in “written modernism.” the Acts (2008), and contributions to modernist texts. Scholars and students at every Spanning the “long” modernist period A Companion to Modernist Literature level will keep it close at hand.” (from about 1880 to 1950), this work and Culture (Wiley Blackwell, 2006) Michael Levenson, University of Virginia aims not to define the era’s dominant and A Companion to Narrative Modernism “beliefs,” but to highlight and expose Theory (Wiley Blackwell, 2005). its salient controversies and changing cultural thought. Guided by the cultural Adam Hammond recently completed Keywords lexicography developed by Raymond an SSHRC postdoctoral fellowship at Williams in his ground-breaking work, the University of Victoria and is currently Keywords (1976), the entries here focus the Michael Ridley Postdoctoral Fellow on words with unstable meanings in Digital Humanities at the University and conflicting definitions, tracking of Guelph, Canada.
    [Show full text]