CAL POLY POMONA

AHIMSA CENTER IN THOUGHT AND ACTION 2010 www.csupomona.edu/ahimsacenter NEWSLETTER

FROM THE DIRECTOR service, and contributors to the newsletter International Conference on for sharing their sentiments and insights. I Nonviolence and Sustainability invite all our readers to continue participat- Greetings to seekers and supporters of ing in the Center‘s programs. ! November 12-14, 2010

Nonviolence. We champion it. We Tara Sethia is Professor in the History Department Ahimsa or nonviolence is the experience of commend it. Often, we celebrate it. at Cal Poly Pomona oneness with others and nature. Center‘s Violence. We denounce it. We deplore it. fourth international conference will feature At times, we deny it. University Honors Ahimsa Patrons wide-ranging scholarships and experiences And yet, violence, it would seem, is to illuminate the relationship between becoming more ubiquitous, more unceasing, ahimsa and sustainability from multiple and more undeniable than ever before. For perspectives. reversing this trend, the key is education. The ecological challenges associated Ahimsa Center‘s initiatives and with sustainability are often seen as a programs are all aimed at education, formal warning for an imminent crisis. But these and informal, that inspires us to eschew challenges can also be taken as an violence, and embrace nonviolence. invitation to reflect on how and what we Contributions and stories in this newsletter think of ourselves in the context of our testify to the difference such programs are Ahimsa Center‘s leading sponsors, environment, rethink our current ways of making in the lives of students, teachers and living, and marshal the transformative citizens alike. They serve to remind us how Hamilton and Denise Brewart (center) were power of nonviolence in building a all of us can participate in acts of recognized by the University President, sustainable future. compassion, kindness, forgiveness and Dr. Ortiz (left) and the Center Director, For conference details, including tolerance, and cultivate a life grounded in Dr. Sethia (right) at the Center‘s biannual speaker bios and registration information, ahimsa. conference named after the Brewarts, visit center‘s web site. This newsletter brings you glimpses of Rediscovering Gandhian Wisdom: Building a This conference is named after Center‘s accomplishments over the past two Center‘s Peaceful Future. years and previews some of its upcoming Ahimsa programs. The conference brought top national Sponsors On behalf of the Center, I wish to thank and international Gandhi scholars and Pravin our sponsors for their kind support, our activists to campus. Selected research and speakers for their words of wisdom, the papers from this conference will be Sudha members of the editorial team for their published by Penguin Publishers. Mody.

AHIMSA CENTER SPONSORS TABLE OF CONTENTS From the Director 1 Ahimsa Patrons University Honors Ahimsa Patrons 1  Hamilton and Denise Brewart International Conference on Nonviolence and Sustainability 1 Ahimsa Sponsors  Jasvant and Meera Modi Ahimsa Center Sponsors 2  Pravin and Sudha Mody  Jagdish and Madhu Sheth Center Hosts Rajashree Birla 3

Charter Sponsors Sponsorship Opportunities 3  Navindra and Madhu Jain  Prem and Sandhya Jain Nonviolence and K-12 Education 4  JAINA Editorial by Christian Bracho 4  Bipin and Rekha Shah What Would Gandhi Say? by Leila C. Joseffer 4 Ahimsa on My Mind by Michele Milner 5 Founding Sponsors Ahimsa and Educational Reform by Vikas Srivastava 5  Harish and Sunil Daga Ahimsa in the Classroom by Shalom Montgomery 6  Manilal and Savita Mehta Ahimsa in American Literature by Quixada Moore-Vissing 6  Tulsi and Gita Savani  Nitin and Hiten Shah Ahimsa Center hosts Teacher Institute, 2009 7  Jayesh and Ramila Shah  Jeff Smith Featured Speakers 2008-2010 8-9  Ravi and Vandana Tilak  Romesh and Kathleen Wadhwani Nonviolence and Higher Education 10

Major Sponsors Editorial by Anjana Narayan 10  Ratan and Madhu Baid What, then, is the Meaning of Education? by Jolene Kladouris 10  Sanjay and Harshada Kucheria One Ahimsa, Many Influences by Charles R. DiSalvo 10  Suresh and Vimala Lodha Nurturing the Culture of Nonviolence by Seema Bhakta 11  Vasan and Neerja Raman Nonviolence and the Community 12 Sponsors Editorial by Louise Ghandhi 12  Naren and Kusum Bakshi Get Real about Gandhi by Rajni Bakshi 12  The Foundation Aung San Suu Kyi: Warrior of Peace by Jack Fong 13  Navin and Doshi Exploring the Facets of Gandhian Wisdom by Stephanie Wang 13  Pradeep and Meenakshi Iyer El Sistema‘: A Culture of Peace by Louise Ghandhi 14  Vikram and Anjana Kamdar  Steve McCauley Upcoming Event: Frontier Gandhi: Documentary 14  Sankar and Malathi Narayan  Pramod and Roshni Patel Named Annual Lectures 2008-2010 15 Supporters  Subramaniam and Ulhas Bala About the Center 16  Vikram and Upma Budhraja Congratulations 16  Chetan and Nita Sanghvi  Sharad and Shakuntala Saraf Editorial Board Friends Executive Editor: Tara Sethia  List on the Center web site Higher Education: Anjana Narayan K-12 Education: Christian Bracho Community: Louise Ghandhi Ahimsa Awards Donors Newsletter Layout : Emily Nguyen Bipin and Rekha Shah Deadline for Submissions for Next Issue: December 1, 2010.

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CENTER HOSTS RAJASHREE BIRLA A leading corporate philanthropist and a The family continues to actively support The Center thanks the leading sponsors of distinguished humanitarian from India, Gandhian institutions and initiatives. the event, Ravi and Vandana Tilak. Mr. Ravi Rajashree Birla, spoke at Ahimsa Center, Cal Tilak greets Mrs. Rajshree Birla with flowers Poly Pomona on the topic, ―Gandhi’s Ideal of (below). Trusteeship: The Role of Business in Society.‖ In her talk she examined Gandhi‘s ideas of trusteeship and its significance for inspiring modern day corporations in shaping their corporate social responsibility. Given the rash of corporate follies we have been witnessing, hers is a most timely message. Mrs. Birla chairs the Aditya Birla Center for Community Initiatives and Rural Development, the apex body responsible for development projects and social welfare work across 40 companies in the Aditya Mrs. Birla was welcomed and recognized for Birla Group (ABG). The Center‘s work covers her humanitarian and philanthropic activities more than 3700 villages with 7 million by the university President, Dr. Michael Ortiz people, and involves running 41 schools and (above). 16 hospitals. She serves on the Boards of several ABG companies in India, Thailand, Indonesia, Philippines and Egypt. She also serves as the chair of the Federation of Indian Chambers of Commerce and Industry (FICCI) Committee on Corporate Social Responsibility. She is co-chair of the advisory board for the Habitat for Humanity- India. In the role of an advisor or a trustee she has led, guided and supported a number of major educational, cultural and community service organizations. She has received numerous awards and honors for her community and philanthropic activities. Birla family had significant involvement in India‘s independence movement and was a major supporter of ‘s nonviolent campaigns against the British rule. Ahimsa Center sponsors with Mrs. Birla at the lunch hosted in her honor Sponsorship Opportunities

Several sponsorship opportunities are available, including opportunities for naming a public lecture, a conference , and the Ahimsa Center. In addition to these, the center welcomes donations in any amount.

If you are interested in exploring how you can get involved with the Center or wish to donate to the Center, please call: (909) 869-3868.

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EDUCATION ABOUT What Would Gandhi Say? His to give up her seat on the bus were acts NONVIOLENCE IN K-12 Enduring Message for Students of defiance. But, they understand that

resisting those rules of oppression led to By Christian Bracho By Leila C. Joseffer the change of those laws and the According to Gandhi, A Gandhi doll rests on the windowsill in my creation of new laws that were fair and ―Real education consists classroom. Recently, one of my second equal. They see that the law can be a in drawing the best out grade students asked, ―Does Gandhi say tool for oppression or freedom of yourself.‖ I believe anything if you push his stomach?‖ I depending on the intent of the law and Gandhi would agree with resisted the temptation to reply ―Gandhi is the willingness of citizens to comply the idea that it is not not a squeak toy!‖ and instead replied, ―No, with it. only the student who but what do you think he would say?‖ One  Children will learn and act upon what needs to draw out the student said that ―he‘d say to not be we teach them. Therefore, we must best of him or herself to achieve ―real violent‖ and another said, ―he‘d say that he teach them about truth, non-violence, education‖; teachers must do so as well. didn‘t want to be thrown off the train and forgiveness, kindness, and equality in The articles by K-12 Educators in this that people should be treated fairly.‖ As we ways they can understand and act section demonstrate how their experiences continued to talk about Gandhi, the students upon. They will become the change we at the Ahimsa Center Summer Institutes mentioned his important ideas about Ahimsa, wish to see. impacted their personal and professional truth, forgiveness and kindness. It had been  One of the enduring messages that my journeys to nonviolence. Shalom months since I taught students lessons on students have received from studying Montgomery and Michele Milner both Gandhi, but his thoughts and actions about Gandhi, King, and Chavez as well articulate how ahimsa informs their remained on the tip of their memory. This as other leaders like George Washington curriculum and instruction. Quixada Moore- unscripted and unplanned moment with my Carver and Marina de Silva is that Vissing‘s account illustrates the potential for students reinforced the relevance of education is a critical component to ahimsa to deepen students‘ understanding of Gandhi‘s enduring messages for my students becoming a successful agent for nonviolent struggles throughout history. about non-violence, equality and forgiveness change. Language Arts coach Leila Joseffer reminds and renewed my belief that his life and My students, most of whom face us that even brief exposures to nonviolence message should be integrated into K-12 challenges in learning to read, have been can have long-lasting impacts on students, curriculum. inspired by Gandhi and the other leaders and Vikas Srivastava‘s piece is a passionate The lessons I designed at the 2007 they have learned about. They have made call to action for educational reform that Institute enabled me to apply my own connections between the obstacles Gandhi incorporates ahimsa as a guiding principle knowledge of Gandhi‘s life and message. As and other leaders have overcome and the for schools. Collectively, these articles show a result of teaching the lessons and obstacles they face in their own lives. how the Ahimsa Center fellows have drawn continuing to learn about Gandhi with my Gandhi‘s message provides inspiration the best out of themselves to achieve real students, I have witnessed how students to live in a non-violent and truthful manner. education for themselves and their students. apply their knowledge of Gandhi to their It also provides hope to my students that, They belong to a community of educators own lives and to the world. Additionally, as with perseverance, they can meet their that the Ahimsa Center has fostered and my students and I continue to journey goals and contribute to creating a society seeks to expand. together in our understanding of Gandhi, I based on the principles advocated by In 2009 Center hosted its third institute have thought about the following: Gandhi. for teachers which focused on the  Children have experience with violence ―Journeys of Nonviolence: Gandhi and King.‖ and imitating war through video games,

For Gandhi and King Nonviolence was a army games, and pretend battles. Leila Joseffer is the Language lifelong journey. Teachers in the institute Children need experience playing with Arts Specialist for grades began their journey with nonviolence peace and non-violent conflict K-2 at the Winn Brook School immersing in the study of Gandhi and King. resolution. in Belmont, MA. The curriculum created by teachers in the  Children understand ―the rules‖. Ahimsa Institutes is available on the Therefore, they understand why it is Center‘s website. significant for someone to break the

Christian Bracho is Ahimsa Fellow and currently a rules in order to change them. They doctoral student in International Education at New understand that Gandhi facilitating the York University. Salt March or Rosa Parks refusing 4

Ahimsa on My Mind truth on their side to find the courage to Imagine a society in which students

By Michele Milner overturn another group of people learn and practice the history, theory and nonviolently. He said that Gandhi and India application of non-violence repeatedly from How does ahimsa move were an example of this. I seized the the age of 5 to the age of 18, year after into the classroom when opportunity to tell the students a story year, across the nation, in every school – as violence can otherwise about a satyagrahic act that I had recently they do English, Math and Science. Imagine lurk so largely in heard in which a man who had been a world in which youth are not only students' lives? I teach protesting and fasting was eventually consistently motivated by the concern, ―how at a very peaceful arrested by the police. While the officer will I take care of myself,‖ but also, ―how school where there are roughly manhandled the protester, he looked will I take care of the world around me?‖ seldom fights, respect up at the officer and said to him, "do you The truth is standards and standardized reigns, and students learn in relaxed, yet like Mexican food?" The officer, surprised, exams have come to dictate curriculum and engaging ways. Nevertheless, there is a said, "yes." The protester then said that he our definition of education. We are all certain fascination with violence; I am privy had been fasting for many days and that pressured by the state, national, district and to student conversations about violent video when he broke his fast he was planning at school administration to teach to the test, games, movies, guns and fictional stories eating at a Mexican restaurant, furthermore, so students score higher, and our school rife with killing. This is not surprising if one he told the officer that he would like him to gains recognition (and under NCLB, maintain considers a theory of interconnectedness join him when he broke his fast. At this control of our schools). As a result, that posits a butterfly flapping its wings in point the officer began to handle the preparing students for the current the Andes can have an effect upon a child in protester more gently. The officer was won standardized exams consumes both Los Angeles. Students are not immune to the over with the generosity and kindness of his students‘ and teachers‘ efforts and ability to war, killing and fear of our times. Yet, how former adversary. This story prompted an learn or teach content outside the test do teachers create space for recognition of otherwise elusive student in my class to material. The question is, how do we our landscape and a respite from it? share that the idea of satyagraha sent prioritize the violence that affect students‘ Not surprisingly, Gandhi had something shivers down his spine. social, physical and emotional world and to say about this. Dr. Anil Sadgopal Ahimsa can be more exciting than a train youth to live, act and contribute to non- delivered the message at the Rediscovering video game, whether it is choreographed or violence within the constraints of the Gandhian Wisdom conference: he stressed at the ready, waiting for the students to current educational structure? the importance of productive work that push the button. With ahimsa on my mind, I Currently, numerous efforts are being fosters "pride in all of India, as well as an can let it seep into the classroom as well as made around the world to promote non- our children's lives. violence in k-12 education despite structural integrated and relevant curriculum." Furthermore, he pointed out "the importance Michele Milner is a K-8 Spanish teacher at Sequoyah, and administrative constraints. However, of the social functions of a critical pedagogy school in Pasadena, CA. She is a 2007 Ahimsa public education, as a whole, lacks any where marginalized children can find dignity Fellow systematic unified vision to confront and strength and take a proactive role in violence and promote non-violence. Ahimsa and Educational Reform The long-term solution is two-fold. First social change." By Vikas Srivastava How we teach and what we teach? we must mandate standards-based non- That is an age-old question. Sometimes violence curriculum and assessment in public ahimsa is a planned and methodical part of In the midst of an schools. This approach provides consistency my curriculum. Sometimes discussions economic crisis, in content, curriculum, accountability and erupt in refreshingly spontaneous ways. rampant terrorism outcome; and prioritizes non-violence Having ahimsa on the tip of my teaching and global warming, education within the current administration. tongue allows me to weave ideas in and out we continue to Secondly, we must mandate non-violence of our day, constantly on the hunt for overlook our most education in teacher training. This ensures relevant and integrated curriculum. Here's valuable resource for teachers are equipped to effectively an example: Reflecting upon a project long-term change – public education. When incorporate non-violence into the culture, where students studying democracy chose will we decide to make non-violence the curriculum and content of the classroom. empowering words and then brought the center of our curriculum to counter greed, The mandated reform and teacher words to life through art, one student said hatred and irresponsibility? Of what value is training supports educators in any public that it is possible for a group of people with education if we cannot live harmoniously Continued on Page 6 with each other and our surroundings?

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Continued on Page 5 (Srivastava) allow me to continue expanding my Gandhi‘s teachings fit well with my unit school with the permission, structure and knowledge of scholarship outside my on Henry David Thoreau and his essay knowledge they need to promote, teach and personal expertise. Resistance to Civil Government, better practice non-violence. My students have participated in known as ―Civil Disobedience.‖ After asking We inflict uniformity where diversity activities such as guided meditation, students to read and discuss Civil should prosper. As parents, teachers, readings from Eastern religious traditions, Disobedience, Dr. Martin Luther King‘s students and administrators we must and scholarship related to Gandhi‘s life. ―Letter from a Birmingham Jail,‖ and demand that our schools accept the These curricular and instructional choices excerpts from Passive Resistance in importance of non-violence in every aspect have impacted my traditional junior and Gandhi‘s Hind Swaraj, we embarked on a of education. Schools should not be ranked senior courses in ways that inspire my project related to the readings. Each student on test scores alone, but by their students to reflect about their own lives and was assigned a topic in which individuals contribution to a livable world. Most their role in society. demonstrated some kind of civil importantly, every student who graduates One student activity involved students disobedience or nonviolent resistance. The from a public school should be humane as selecting a social issue to pursue. Issues goal of the unit was to trace the idea of civil well as literate. Only when we instill non- ranged from violence toward animals, disobedience through Thoreau‘s original violence in our present youth, can we expect violence against the environment and definition, through Gandhi‘s passive to sustain a more peaceful future. violence in relationships. Students resistance, and, then through the nonviolent contacted individuals and companies, actions of Martin Luther King, Jr. Examples Vikas Srivastava 2007 Ahimsa Fellow and teaches articulating their concerns and urging action. of topics included Alice Paul‘s hunger Audio Technology and Entrepreneurship at Canyon They felt empowered by the responses that strikes, Civil Rights lunch counter sit-ins, Crest Academy in San Diego. came back as a result their engagement. Vietnam War draft card burning, and the Ahimsa in the Classroom One student went on to explore peaceful Underground Railroad. In each of these anarchy, creating a video arguing that it is examples, brave individuals break the law By Shalom Montgomery essential for activists to use nonviolent because the law is unjust, and accept the strategies in order to work toward lasting persecution associated with breaking the Since I attended the Ahimsa Center hosted change. In another instance, after a lesson law in order to make a statement about their 2005 Summer Institute on Nonviolence and on Gandhi, ahimsa and satyagraha, I had a cause. These actions are parallel to those of Social Change Summer student continue to write about the Gandhi, in which he accepted to blows or Institute, I have potential of soul force. I am always amazed punishment given to him without striking incorporated concepts of that the planting of small seeds of non- back. nonviolence into my high violence has such power in the lives of The students were then asked to school classroom in a students. evaluate they thought Thoreau, King, and variety of ways. I Gandhi would view these historical acts of created lessons that Shalom Montgomery is an English teacher at Los civil disobedience. Although many students expanded my personal Altos High School In Hacienda Heights, CA. found parallels in their historical event with understanding of ahimsa and allowed my the philosophy of Thoreau, King, and Gandhi, students to see alternatives to the dominant The Role of Ahimsa in American others argued that the writers might not worldview. Literature and American Studies approve of certain actions. For instance, one My initial focus was to bring Curricula group, who was assigned the Black traditionally marginal voices into my By Quixada Moore-Vissing Panthers from the 1960s, had difficulty American Literature course by creating finding links with the philosophy of Gandhi lessons around Native American writing; I and the actions of the Panthers. This was a then went on to team teach a lesson on After attending the good lesson – students began to understand slavery with a colleague and fellow attendee Ahimsa teacher‘s through this exploration that not all civil of the Institute. institute in 2007, I felt disobedience is nonviolent, but, ultimately, Over the last four years, I have empowered to integrate that the nonviolent civil disobedience was continued to enhance my own personal teachings on more effective and powerful. In a final class perspectives on issues related to nonviolence into my presentation, students presented their nonviolence through attendance at the curriculum. Because I historical topic to the class in a creative Ahimsa Center conferences and events and worked in a public school with strict state format. my ongoing relationships with other Ahimsa standards, I had to relate ahimsa to the Continued on Page 7. Fellows. These experiences and relationships already established curriculum. 6

AHIMSA CENTER HOSTS TEACHER INSTITUTE, 2009 Journeys of Nonviolence: Gandhi and King Center‘s 2009 National and Residential Institute for K-12 Educators brought Ahimsa Fellows 2009 more than forty educators from all over the United States to the Cal Poly Pomona Campus for a period of two weeks, July 12-25. The participants were welcomed by Cal Poly Pomona‘s Provost and Vice Alicia Becker, Los Osos High School, CA President, Dr. Marten denBoer and by Dr. Carol Richardson, Dean of the College Colleen Chan, PS 188 Q-District 26, Region 3, NY of Letters, Arts and Social Sciences. Susan Chang, William Workman High, CA The institute focused on the theme, Journeys of Nonviolence: Gandhi and Samani Charitrapragya, Florida International Univ. King. Institute was directed by the Center director, Tara Sethia, Professor of Jeanne Cofell, St.John‘s University St. Joseph, MN History. Featured speakers included Professor Clayborne Carson, Stanford John Craven, Haverhill High School, MA University, Dr. Bernard Lafayette Kr. From Emory University, Dr. Luskin from Eve Creary, P.S/I.S 50 Vito Marcantonio School, NY Stanford University, Professor Anthony Parel, University of Calgary, Canada. Tisha Donnelly, Windsor High School, CA Faculty from Cal Poly Pomona who taught in the institute, included Professors Carolyn Fichera, Pentucket Regional High, MA Andrew Moss ( English), Anjana Narayan (Sociology), Janine Riveire (Music), Deborah Fitzgerald, Cobble Hill High, NY Nirmal Sethia (MHR), and Tara Sethia (History). Dr. Karen Brzoska led the digital Michael Galli, Developing Virtue School, CA stories program for the teachers. Christopher Greenslate, La Costa Canyon School, CA Christian Bracho and Michele Milner served as teacher-mentors for the Laurie Cardozo Hughes, Oceana High School, CA Institute , facilitating the process of curriculum development. Alison Kennedy, Neighbourhood House Charter , MA The curriculum and digital stories developed by the Ahimsa Fellows is Nicholas Todd Kuroly Greenwich Middle School, NY available on the Center‘s web site: www.csupomona.edu/ahimsacenter Jonathan Kwan, Los Altos High School, CA Wing Man Kwan, Gil Hodges School,NY Elyse Langer, Zanetti Public Montessori , MA Christine Lanzoni, Old Post Road Elementary , MA Lisa Lindstrom, Crossroads Middle School, NY Sarabeth Leitch, Gresham High School Gresham, OR Christopher Mason, Guy B. Phillips School, NC Cara McCarthy, Neighbourhood House CS, MA Susan Milan, South Whidbey Primary School, WA Reha Modi, Wilder‘s Academy Charter School, CA Nicholas Molander, Burlington High School, VT Jane Moore, East Cobb Middle School, GA Laura Mullen, Joseph L. Mulready School, MA Ofelia Oronoz, Browne Academy, VA Airisenne Osterreich, Clark Avenue Middle, MA Michele Pangrace, Miles Park K-8 School, OH Dina Piazza-Ramsey, Brentwood Elementary, CA Michael Pinkava, The Isaac Remsen School, NY 2009 Ahimsa Fellows Henry Seton, Community Charter School, MA Peggy Sia, Palm Elementary School, CA

Continued from Page 6 (Moore-Vissing) Suzannah Taylor, International High School, NY Andrew Terranova, Westchester High School, CA Students integrated quotes from the readings by Thoreau, King, and Gandhi Mariana Toledo-Hermina, Garinger High School, NC into their presentations. The presentations overall were very creative, and Debra Toran, Alvarado Intermediate School, CA included video games, murals, paintings, raps, and even film documentaries. The Samani Unnatparagya, Florida International Univ. energy and enthusiasm from students toward this project speaks to the power of Kristine Van Ingen, Bardmoor Elementary, FL ahimsa in education. Sarah Zimonick, Columbus Elementary School, WI Quixada Moore-Vissing is a graduate student in the Department of Communication at the University of Illinois at Urbana-Champaign. 7

FEATURED SPEAKERS 2008 - 2010

RAJNI BAKSHI has spent the last 25 years in the fertile ground between journalism and activism – chronicling struggles for more humane and ecologically sound ways of life. Her books include The Dispute over Swami Vivekananda Legacy (1993); Bapu Kuti: Journeys in Rediscovery of Gandhi (1998); An Economics for Well-Being (2007); Bazaars, Conversations And Freedom (2009). She is a trustee of Child Rights and You (CRY) and Citizens for Peace in Mumbai, India. AKEEL BILGRAMI is the Johnsonian Chair of Philosophy at Columbia University, a founding member of Columbia's Committee on Global Thought, and the Director of the Heyman Centre for the Humanities. His books include: Belief and Meaning, (1992, Blackwell); Self-Knowledge and Resentment (2006, Harvard University Press); What is a Muslim? (forthcoming, Princeton University Press) and Politics and the Moral Psychology of Identity (forthcoming, Harvard University Press).

CHARLES R. DISALVO is the Woodrow A. Potesta Professor of Law at the West Virginia University College of Law, where he teaches litigation-related courses as well as a seminar on Civil Disobedience and the Law. He is currently completing a biography, Mohandas K. Gandhi, Attorney at Law: From Courthouse to Jailhouse. Recognized for his teaching excellence by the Roscoe Pound Foundation and by his students, DiSalvo has received ―Professor of the Year‖ honor on five occasions. RAJMOHAN GANDHI the grandson of the Mahatma, is currently Visiting Professor in the Program in South Asian and Middle Eastern Studies, University of Illinois at Urbana-Champaign. His books include, Mohandas: a True Story of a Man (UC Berkeley, 2008) Ghaffar Khan: Nonviolent Badshah of the Pakhtuns (Penguin 2004); Revenge & Reconciliation: Understanding South Asian History (Penguin, 1999); The Good Boatman (Penguin, 1995); Patel: A Life, (1875-1950), and Eight Lives: A Study of the Hindu-Muslim Encounter (SUNY, 1987). VIBHA GUPTA is Chairperson of Magan Sangrahalaya (Wardha), the museum of Rural Industries founded by Mahatma Gandhi. She earned her Ph. D. in Economics from Indian Institute of Technology, Delhi, and holds postgraduate degrees in Social Science from Canada and the Netherlands. She has received a number of national and international awards. She has to her credit five publications and ten films that focus on appropriate rural technologies.

KRISHNAMMAL JAGANNATHAN currently in her early 80s, is a Gandhian social activist and a humanitarian from the Indian state of Tamil Nadu. She is the co founder of Land for the Tillers Freedom (LAFTI). A participant in India's independence movement led by Gandhi, she was a close associate of Vinoba Bhave, had hosted Martin Luther King Jr and Coreta King at her modest home. She is a recipient of numerous prestigious awards for her vital services to the poor. BERNARD LAFAYETTE JR. is a Distinguished Scholar-in-Residence at the Candler School of Theology, Emory University. A civil rights activist and an authority on nonviolent social change, Lafayette co-founded the Student Nonviolent Coordinating Committee in 1960, and led the civil rights movement in Nashville (1960) and Selma (1965). He was appointed by Martin Luther King, Jr. to be national program administrator for the Southern Christian Leadership Conference and national coordinator of the 1968 Poor People‘s Campaign. FREDERIC LUSKIN is the Director of the Stanford University Forgiveness Project. He is a senior Consultant in Health Promotion at Stanford and an Associate Professor at the Institute of Transpersonal Psychology. He has completed 10 successful research projects on the training and measurement of forgiveness therapy. He is the author of Forgive for Good; Forgive for Love; and Stress Free for Good.

NIPUN MEHTA is the founder of CharityFocus, a fully volunteer driven organization started in 1999 to inspire the young IT professionals to provide free web based solutions for nonprofit organizations worldwide. Having served thousands of nonprofits, without any overhead, CharityFocus has now become an incubator of "gift-economy" projects ranging from web services to a film production company to a print magazine to a restaurant.

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FEATURED SPEAKERS 2008 - 2010 MICHAEL NAGLER is the founder of the Metta Center for Nonviolence Education. Previously he was a professor at UC Berkeley, where he taught a course on nonviolence for more than twenty years. He is Co-Chair of the Peace and Justice Studies Association. His books include The Search for a Nonviolent Future, America Without Violence, Our Spiritual Crisis, Hope or Terror: Gandhi and the Other 9/11. His is the recipient of the Jamnalal Bajaj International Award for promoting Gandhian Values Outside India. JAMES O'TOOLE is the Daniels Distinguished Professor of Business Ethics at the University of Denver‘s Daniels College of Business. His books include Vanguard Management, Leading Change, Creating the Good Life: Applying Aristotle’s Wisdom to Find Meaning and Happiness. In 2007 he was named one of the ―100 most influential people in business ethics‖ by the editors of Ethisphere, and one of ―the top 100 thought leaders on leadership‖ by Leadership Excellence magazine. ANTHONY PAREL, a political philosopher, is among the world‘s leading scholars on Gandhi. and professor emeritus of Political Science at the University of Calgary, Canada. His major books include Gandhi's Philosophy and the Quest for Harmony, (Cambridge University Press, 2006); Gandhi, Freedom and Self-Rule, ed., (Lexington Books, 2000); Gandhi: Hind Swaraj and Other Writings," ed., (Cambridge University Press, 1997, 2009); Comparative Political Philosophy, ed. with R. C. Keith, (Lexington Books, 2003). and The Machiavellian Cosmos, (Yale University Press, 1992). SAMDHONG RINPOCHE is the prime minister (Kalon Tripa) and the chairman of the Tibetan Cabinet-in-Exile. Rinpoche believes in Mahatma Gandhi‘s satyagraha as a necessary means to obtain a resolution to the Tibet issue. He is a major contributor to the Constitution for a Future Tibet, and serves as a board member for the Indian Council for Philosophical Research, the Asiatic Society of Calcutta, the World Peace Council, Central Institute for Buddhist Studies, the University Grant Commission of India and the president of Association of Indian Universities. JAYA ROW is the founder of Vedanta Vision and Managing Trustee of Vedanta Trust. Vedanta Vision is dedicated to the promotion of Vedanta, a school of Indian philosophy and the oldest management school in the world. Row has spent nearly thirty years in the study and research of Vedanta. She is the author of many books and has given public lectures around the world.

LLOYD RUDOLPH is Professor Emeritus of Political Science at the University of Chicago. He has co-authored with Susanne Hoeber Rudolph several books, including The Modernity of Tradition: Political Development in India; Gandhi: The Traditional Roots of Charisma; In Pursuit of Lakshmi: the Political Economy of the Indian State; Postmodern Gandhi and Other Essays: Gandhi in the World and at Home; and a three volume, Explaining Indian Democracy: Fifty-Year Perspective.

SUSANNE RUDOLPH is the William Benton Distinguished Service Professor Emerita of Political Science at the University of Chicago. She is the past president of the American Political Science Association and the Association of Asian Studies. Her co-authored books with Lloyd Rudolph include: The Modernity of Tradition: Political Development in India; Gandhi: The Traditional Roots of Charisma; In Pursuit of Lakshmi: the Political Economy of the Indian State; Postmodern Gandhi and Other Essays: Gandhi in the World and at Home; and Explaining Indian Democracy: Fifty-Year Perspective. ANIL SADGOPAL was professor and dean, School of Education, Delhi University. He had also served as the Senior Fellow at the Nehru Memorial Museum and Library, a member of many government commissions including the National Commission on Teachers, National Policy on Education Review Committee, Central Advisory Board of Education, National Steering Committee of National Curriculum Framework, and Common School System Commission, Bihar. He headed the national report task-force for introducing Gandhian ideas in India‘s school curriculum. ROOPAL SHAH is a co-founder and Executive Director of Indicorps based in Ahmedabad, India. A graduate of Harvard University and the University of Michigan Law School, she practiced law for almost a decade—clerking for a federal district judge in Hawaii, practicing at a law firm in Washington, DC, and serving in San Diego for four years as a federal prosecutor (of major narcotics and alien-smuggling along the Southwest US-Mexico border). At Indicorps, she has been closely involved with all 10 fellowship classes. 9

NONVIOLENCE AND "What, then, is the Meaning of like, are lessons designed to nurture the HIGHER EDUCATION Education?" Relevance to the Israel- spirit of the individual; for, according to Mahatma Gandhi in My Experiments With Editorial by Anjana Narayan Palestine Conflict Truth, ―developing the spirit is to build By Jolene Kladouris Today, more than ever, character. . . .‖ higher education plays a The title of this article is part of the dialog Education is not the only tool, but it is key role in the measure of exchange between Gandhi the inquirer nevertheless a vital one that must be future success. Very (reader) and Gandhi the editor, in Hind implemented in order to assure the survival often, people‘s concept of Swaraj. According to Gandhi, education ―is of both Palestine and Israel. Character higher education is merely an instrument, and an instrument building is the first priority, and begins with confined to a traditional, may be well used or abused.‖ This view primary education, to be further nurtured by formal classroom setting provides an apt perspective on the ongoing continuing education. A building erected on of degrees and qualifications. It would be Israel-Palestine conflict. that solid foundation will last. more productive to think about the purpose As the conflict between the Palestinians of education instead. Is education intended and the Israelis continues to wage, the to instill values that will produce more mutual hatred grows unimpeded, and so too responsible citizens; to develop business does the violence. There seems to be no end skills that will promise economic success; or to the hostilities or to the suffering and to develop an individual‘s personality by discontent which plague the people of this focusing on each person‘s unique aptitudes, troubled region, thereby threatening the talent, and intelligence? survival of both Palestine and Israel. While Gandhi believed that any level of there is a call for a two-state solution to the education is not limited to literary conflict in the hope of bringing lasting peace Jolene Kladouris, recipient of 2009 Ahimsa award for outstanding performance in the Nonviolence Studies knowledge alone, but has to include an to this area of the Middle East, this Minor. Giving the award to her (above) is Samdhong individual‘s moral, physical, and mental particular solution is continually hampered Rinpoche, the prime-minister of Tibet Govt. in Exile. development. In 1995 UNESCO emphasized by feelings of mutual distrust and deep- the urgent need for education for Peace, seated resentment, fostered and further One Ahimsa, Many Influences

Human Rights and Democracy, and the strengthened by the negative concepts that By Charles R. DiSalvo Hague Appeal for Peace in 1999 reaffirmed have been based solely upon the notion of this need. Institutions of higher education ―the Other.‖ What is the relationship should formulate their curricula to instill and What is needed now in this unstable between ahimsa and promote a culture of peace through part of the world is education about trust. truth? Here is Gandhi‘s nonviolence and human rights education, Policy makers — from politicians to human answer in a nutshell: which should be proactive, methodical, and rights workers and teachers — must come ―Ahimsa and truth are so sustained. This, in turn, will equip young together in a determined effort to dispel intertwined that it is people to understand the far-reaching scope destructive concepts by opening a dialog practically impossible to disentangle and of human rights and gender/racial equalities, with the specific purpose of addressing the separate them... .‖ to practice cultural diversity in their daily problematic issues that arise when cultural How did Gandhi come to see truth in lives, and to develop a healthy respect for stereotypes, religious biases, and this way? We are aware of how Gandhi was the planet and its denizens. ethnocentric ideologies replace the ideals of influenced by his religious and cultural Contributors to this section discuss mutual tolerance, acceptance, recognition, background. It is easy enough to overlook their personal experiences with the study of and understanding. Educators should another influence — the influence of the nonviolence and share their understanding of encourage students to participate in cultural, twenty years he practiced law — because ahimsa in a global context. religious, and secular exchange programs those years have not been well documented. designed to ameliorate the destructive Gandhi‘s experiences as a lawyer, however, Anjana Narayan is Assistant Professor of Sociology consequences that occur when the ―other‖ also played a role in developing the person and Social Work at Cal Poly Pomona. is perceived only as an ―enemy,‖ a who would later be known as the Mahatma. ―subhuman,‖ or a ―lesser‖ being. For one example of this influence, let‘s In essence, educating the youth of go back in time to 1896,to a courtroom in Palestine and Israel in areas concerning the the city of Durban, British South Africa diversities of culture, religion, and the Continued on Page 11

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Continued From Page 10 (by DiSalvo). of his understanding of ahimsa, too — an The first of these components is

The plaintiff is James Adams, a ship‘s understanding that would serve Gandhi and multiple language communication. Failure of captain. The defendant is his employer, a his country well for decades to come. effective communication for lack of multiple shipping company, the largest Indian-owned language skills, can create a sense of Charles DiSalvo is the Woodrow A. Potesta unequal standards, which could lead to a business in British South Africa. The Professor of Law at the West Virginia University. He company has fired Adams for misconduct is currently working on a book on Gandhi as a feeling of alienation and discrimination. and poor performance. In response, Adams Lawyer in South Africa. Therefore, finding the necessary resources has sued for damages and the case is now to address the unmet needs of the school‘s on trial. An inexperienced twenty-six-year- diversity will demonstrate efforts to reach old London-trained Indian barrister out and will also promote parent involvement represents the company. From contemporary Nurturing the Culture of Nonviolence in the child's education. The second component is the promotion newspaper reports, it appears that Adams By Seema Bhakta and use of nonviolent language. Youth are has been fired on good grounds. However, Mahatma Gandhi said, ―If we are the presiding magistrate, who doesn‘t like to reach real peace in especially susceptible to unconscious the young lawyer or his client, intends to this world and if we are negative language. Nonviolent plant every obstacle possible in their path. to carry on a real war communication promotes a conscious When we enter the courtroom, we find against war, we shall awareness about the use of nonviolent the magistrate chastising the lawyer for not have to begin with language and it can be taught and settling the case before trial, on his children.‖ While pursuing encouraged, not only in classroom settings opponent‘s terms, and mocking the defense a minor in Nonviolent by teachers, but also effectively fostered he is raising. In the course of this tongue- Studies (NS) at Cal Poly, Pomona, I have outside the classroom, at home and within lashing, the magistrate thunders at the come to realize that the most effective neighborhoods, by students inspired by the lawyer: ―Have you read your shipping law?‖ strategy in combating violence is through transformative power of nonviolent The courtroom falls silent. This entire education. Yet, conflicts on school campuses communication. case is about shipping law. The reporters have almost become a norm within our The third component consists in present from all the colony‘s daily culture. We often find ourselves at a loss integrating education on nonviolence in the newspapers are eager to hear — and report when we hear about a school shooting or a school curriculum. Nonviolence can be — the lawyer‘s response. They are confident series of violent fights on campus. When incorporated in just about any subject. they know what his answer will be, for they these events gain the attention of the media, Websites, books, journals, and even media know him as a meticulously well-prepared experts on conflict resolution are expected can help educators emphasize nonviolence in advocate. to offer solutions that often get very little education. The creation and modification of The lawyer rises from his chair. ―Have I attention during more peaceful times. For curricula to include nonviolent approaches read my shipping law?‖ he asks, echoing the this reason, my NS Capstone Project not only integrates social responsibility question. ―No, I have not read my shipping centered around strategies to help within education, but also ultimately fosters law.‖ For Gandhi, this choice to be truthful institutionalize nonviolence within schools. love, compassion, and individual was the first test of the power of I decided to evaluate one junior high transformation in students and educators truthfulness in a public setting. The result school within my own community as the alike. Gandhi obtained in the case, which was focus of my project. The school‘s The emphasis on nonviolence is not a more favorable to his client than might environment was rife with ethnic conflict fad or an outdated method of the past, but a otherwise have been anticipated, can be between Hispanics and African Americans. timeless message of change. By exposing attributed to the increased respect that the In the NS minor, I had learned about the students to nonviolence at a young age, magistrate accorded Gandhi after this philosophies and methods employed by these shifts in education will not only help episode. leaders of nonviolent movements. Based on change the immediate environment of a Mohandas K. Gandhi, the man who this, I compiled three components that can school, but will also alter the future impact would later return to India to lead it to be used, in addition to the existing school of each student and transform the communities they will one day lead. freedom, the man who would later say: programs of peer mediation, positive ―there is no other God than truth‖, chose behavior reinforcement, and human relation Seema Bhakta graduated with a History major and a truth — in this case, a public, embarrassing, task forces, to create an environment that minor in Nonviolence Studies. She was recipient of an Ahimsa Award. She works for a Nonprofit and painful truth — and never let it go. fosters nonviolence in the school and the Organization training youth in nonviolence. Devotion to truth became a constituent part surrounding community. not only of the highly educated man, but 11

COMMUNITY COLUMN Get Real about Gandhi God. But, he added, this has never interfered with being a staunch follower of Editorial by Louise Ghandhi By Rajni Bakshi Gandhi ―because his rationality and common On the surface Ahimsa sense are steady.‖ Center‘s conference For Akeel Bilgrami, Gandhi‘s seminal Rediscovering Gandhian contribution as a philosopher was to show Wisdom looked like a that God is not so much dead but exiled. gathering of the When modern Western science put God converted. Scholars, outside nature, it rendered all matter inert. teachers, students, ―Inert matter makes no moral or ethical activists came to exchange notes on demands on us‖ said Bilgrami. For Gandhi Mahatma Gandhi‘s epochal life and its values are inherent in nature not merely message. But their ruminations had a projections from human beings. This powerful message for those who feel fundamental insight, rather than subjective Louise Ghandhi with Jose Antonio Abreau (Center). Gandhi‘s methods are difficult to apply. A sympathy, is the driving force of Gandhi‘s skeptical observer may well have come spiritual life – thus accessible to ‗believers‘ Is it possible for the individual to create away feeling that it is indeed possible to get and ‗non-believers‘ alike. culture? Are we, as individuals, powerless in ahead with non-violence – provided you are Gandhi‘s ‗swaraj‘ or self-rule is primarily the face of the coercive state or urban able to ‗get real‘ about Gandhi. rule over one‘s own emotions and passions poverty and crime? The community column Given the requisite political, social and and secondarily political or economic articles begin to answer these ancient, yet cultural context, Gandhian non-violence can freedom. Swaraj requires self discipline, relevant questions. They emphatically be empowering if we grapple with some of restraint and self- transcendence – through demonstrate that individuals are not the mistaken impressions that have hounded devotion to a personal God or the rigorous powerless, that Mahatma Gandhi is relevant Gandhi‘s legacy. Prof. Anthony Parel, pursuit of the most basic questions of the today and that specific individuals are inaugural speaker for the conference, listed human condition. Who am I? What is my indeed shaping cultural paths of non- these as follows. One, Gandhi was not a relation to the universe? Swaraj then violence. pacifist. Two, he did not advocate a becomes a vantage point on politics or Rajni Bakshi and Stephanie Wang stateless society. Gandhi, who had a economics, from which one can ask: Who capture the spirit of the Ahimsa Center‘s nuanced understanding of how force am I? Am I doing the right thing? This is conference Rediscovering Gandhian Wisdom. operates in human society, granted that the what made Gandhi a practical idealist who, Bakshi underscores the significance of State can legitimately use coercive force to as Prof. James O‘ Toole pointed, gave ―getting real‖ about the mythical Gandhi. His secure internal order and external defense. people hope in their own power and ability contributions to the possibilities of individual Gandhi‘s history bending contribution is to work for themselves and for others. empowerment through swaraj are the that he created new ways by which The most precious session of the cornerstone to the task of changing culture. individuals relate to the state – through conference offered lively evidence of this as Wang provides a student perspective on the carefully crafted, rather than chaotic, young teachers spoke about their work of conference. disobedience and non-violence. Gandhi‘s taking Gandhi into schools throughout the Dr. Jack Fong and Louise Ghandhi answer to violations by the State was USA. demonstrate that Gandhi‘s teachings are not neither pacifist withdrawal nor war against Such work is hidden far behind the just of the past. Burma‘s Aung San Suu Kyi, the State but active assertion of individual headlines about violence and conflict. It may awarded the Nobel Peace Prize and sovereignty through non-violence in order to not seem poised to make history in any Venezuela‘s Jose Antonio Abreu, recipient of correct and check the errant State. dramatic way. But consider the power of the Right Livelihood Award are two Gandhi‘s own source of strength in why students are excitedly soaking up individuals whose different paths proceed struggle with the State was drawn details about Gandhi‘s life and politics. They with a similar non-violent method for the powerfully from his spiritual and religious are drawn to the reality and practicality of purpose of reshaping culture in the direction convictions. Is his path less attractive to non some ancient basics: love, forgiveness and respect for all people. of peace. It is indeed possible! -believers? It should not, said another

speaker, Samdhong Rinpoche, the honorable Rajni Bakshi is a journalist, peace activist and an Louise Gandhi is the Board President, Prime Minister of Tibet. As a Buddhist, author of several books, including Bapu Kuti (1998) Verdugo Young Musicians Association. Rinpoche cannot believe in a personal and most recently, Bazaars, Conversations and She teaches at the Pasadena City College, CA Freedom (2009). www.vyma.org 12

Aung San Suu Kyi: Warrior of Peace peace and understanding requires a case civilized a person, the more tolerant and

By Jack Fong, PhD worthy of focus, activism and hope, we sensitive that person is, both as part of a must not forget about Aung San Suu Kyi‘s cultural group and as an individual, as the Burma. individual choice is the one that matters in

In an era where our Jack Fong is an Assistant Professor in the the end. postmodern social Department of Psychology and Sociology at Cal Poly Economic swaraj (freedom) is one of stimuli inspire anxiety, Pomona . the goals for our future. I was particularly populations in the touched by Vibha Gupta‘s presentation, not process of nation Exploring the Facets of Gandhian only for her charming personality, but for construction, communal Wisdom sharing an eye-opening reality with us. organization, and reassembly of memories By Stephanie Wang Personally, coming from a developing will resort to drawing from the past. There country, I deeply identified with her ideas is a comfort zone of the highest order when on supporting small communities that need the intellect, culture, and history continue to The International simple yet effective solutions in order to be revisited and mined for rich cues of Conference on gain economic freedom. It was empowering agency we are still on the verge of Rediscovering the to see how women are given the chance to understanding. However, in the spirit of Gandhian Wisdom: improve their lives, supported by a social ahimsa, it behooves us to recognize the Building a Peaceful Future, and environmental conscience. One of the warriors of peace that now exist and live— was hosted by the Ahimsa examples was teaching the community how here and now—in our world. One such Center at Cal Poly, to cultivate crops with natural pesticides notable figure is Burma‘s Aung San Suu Kyi, Pomona on 17-19 October and other sustainable agricultural de jure prime minister of Burma (until the 2008, and provided a wonderful opportunity techniques. I realized that is imperative to military regime nullified her overwhelming for followers of ahimsa to congregate. My change our current economy, and to shift election win in 1990) and 1991 Nobel Peace class on Nonviolence in the Modern World to a sustainable economy, an economy of Prize winner. Literally under house arrest in was invited to join the many participants, peace. Another fascinating concept was Rangoon as I write this paean, Aung San who included scholars, journalists, that of the ―Gift Economy‖, which has Suu Kyi has adopted a firm platform of non- community leaders, philosophers, motivated me to be more generous with my violence through her pro-democracy political economists, educators, and students. There time, with service, and those ―random acts party, the National League for Democracy. was a cohesive message throughout the of kindness‖ that have the potential to This position is astounding given that Burma conference, based on love for our neighbors, bring joy to other peoples‘ lives. is a country born into ethnic conflict since cooperation, eagerness to learn — and, of Sunday, the final day of the its 1948 liberation from British rule. The course, ahimsa. conference, was a unique opportunity to various juntas that run the country have Anthony Parel started the day‘s session meet some iconic figures in the thus chosen to perennially sloganeer the with Hind Swaraj and the three elements of development of a culture of nonviolence. ―separatist threat‖ and ―Western Gandhian wisdom. I understood the complex Rajmohan Gandhi portrayed the everyday influence‖ (insofar as participatory politics is structure that shapes Gandhian philosophy humanity of Mohandas Gandhi, his great concerned) so as to justify their militarism and the importance of maintaining and character, and some of the key moments and totalitarian rule, convincing the demotic sustaining not only our political and that sparked transformation. I identified that there is no other way to ensure peace. economic conditions, but our spiritual deeply with his words, and they inspired However, even the most die-hard ethnic dimension as well. When we don't pay me to value those moments that can cause nationalities and separatists residing at the enough attention to the spiritual aspect, we transformation in my life. periphery of the country are on the verge of risk losing the link that unites us as human Bernard LaFayette was fascinating and deferring to Suu Kyi‘s peaceful approach beings. I realized that strengthening our entertaining. His testimony of toward conflict resolution. Her chance to spirituality is based on daily action, much transformation made me realize the lead the Burmese people toward peaceful like exercise; the only way to get stronger is importance of education in creating liberation remains stunted, however, by regular, daily practice. awareness. Michael Nagler from the Metta because those in the international Lloyd and Susanne Rudolph raised a Center talked about awareness and community can only sloganeer debate about civilization and the nonviolence through cooperation, and her cause, but have little wherewithal and appreciation of western versus eastern invited us to spread the word. Incidentally, acumen to confront the military regime‘s philosophies. They presented the western economic backers. If our desire to foster culture‘s intolerant concluded that the more Continued on page 14

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El Sistema’: A Culture of Peace orchestra modeled on El Sistema in one with a stronger world view based on Through Classical Music Pasadena elementary school in 2009. kindness, compassion, and love. For all that, Experiencing El Sistema up close was a I thank Dr. Sethia for a hugely commendable By Louise Ghandhi life transforming experience, a strong effort that has given us a chance to grow, reaffirmation of VYMA‘s vision that music is both as students and as individuals. In December 2008, Verdugo Young an empowering medium, a precious gift Musicians Association (VYMA) Director/ which should be made available to all Stephanie Wang graduated in Urban Planning from Conductor, Samvel Chilingarian and Board children. Cal Poly Pomona President, Louise Ghandhi visited Venezuela to learn about what is arguably the best Louise Gandhi is the Board President, Verdugo Young UPCOMING EVENT music education program in the world: ‗El Musicians Association and teaches at PCC. Frontier Gandhi: Documentary Sistema‘ or the ‗System‘. Continued from page 13 (Wang) Screening and Dialogue with the Started 32 years ago by economist and Director: October 3, 2010 musician Jose Antonio Abreu, El Sistema is I found the following website, first and foremost a social intervention www.architectureforhumanity.org/ that can This award-winning program to ‗save‘ children from poverty. It help me apply my knowledge as a future documentary tells the provides instruments and high quality architect to assist in designing and to create epic story of a classical music instruction free of charge to a better living environment that remarkable Muslim over 300,000 children, most of them below will improve people‘s quality of life. I wish peacemaker born into the poverty level. As young as 3 years old, they that these types of activities were included Pashtun warrior society join a system of orchestras so successful in the curriculum, because they are enriching of the North-West that it is being studied and replicated and beneficial. I enjoyed sharing this Frontier Province of what throughout the world. experience with my classmates, and found is now Pakistan. Poverty in Venezuela is shocking. The that it was a good way to bring us together; In partnership with Mahatma Gandhi, orchestra is a life savior for many, who it encourages more cooperation, a better Khan led a nonviolent resistance movement otherwise would face despair, drugs and relationship among students, and – as a against the British colonial rule in the first crime, a point often emphasized by Gustavo result – better students. half of the 20th century. Badshah Khan, Dudamel, the most noteworthy product of El I had the privilege to attend the dialog nominated twice for the Nobel Peace Prize, Sistema and new conductor of Los Angeles session with the Prime Minister of the raised a 100,000 strong nonviolent army of Philharmonic. Tibetan Government-in-Exile, Samdhong men, women, and youngsters drawn from Samvel and Louise were the guests of Rimpoche. It was exciting to share some the various traditions of Afghanistan and Circe Diaz-Gamero, an El Sistema graduate time with such an exemplar of nonviolence. India—Muslims as well as , now living in Los Angeles and member of Participating in the conference was a great Christians, Parsees, Sikhs, and Buddhists— VYMA‘s Advisory Board. Circe introduced opportunity, not only because we could meet who came together in the cause of peace, them to children, teachers and conductors great leaders of the nonviolence movement, justice, and human dignity for all. He spent all of whom were profoundly inspiring by but also because it was a chance to grow in nearly 35 years in solitary confinement for their contagious enthusiasm for beautiful knowledge and spirit. We could see the his efforts to humanize humanity. His heroic music. The trio was most blessed to meet pragmatic side of this philosophy and how it life offers a profound message of hope for with Maestro Abreu, often called the can be applied to economics, education, these increasingly ‗mother Teresa of music‘ or the ‗Gandhi of politics, society, and in our personal lives. troubled times. music‘, now an ‗Ambassador of Peace‘ under The conference enriched my understanding The documentary UNESCO‘s program to create a culture of of the importance of our class; more is a result of peace. importantly, it demonstrated the power of director and There are a few El Sistema-inspired nonviolence. producer, Teri C. programs in Miami, Baltimore and Los I would have loved to attend all the McLuhans Angeles and Maestro Abreu has recently workshops on Sunday; unfortunately, given persistent efforts the limited time and other logistic issues, it asked the New England Conservatory to over more than two decades. McLuhan is an initiate ‗El Sistema/USA‘. Drawing from the was not possible, and my class could only international a award-winning filmmaker and knowledge acquired during the Venezuela participate in one workshop. a bestselling author of five books. tour and inspired by this impressively moving However, I left the conference knowing For details visit : it had been great experience and program, VYMA plans to launch a children www.csupomona.edu/ahimsacenter/

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NAMED ANNUAL LECTURERS 2008 - 2 0 1 0 JENNY PHILLIPS delivered the 2010 Ahimsa Center Public Lecture named after Center‘s founding sponsor, Jeff Smith. Her talk, ―East Meets West in the Deep South: The Stories of Prisoners in Search of Peace and Redemption,‖ was followed by the documentary, Dhamma Brothers. Dr. Phillips is a cultural anthropologist, writer, and psychiatric nurse. Her specialties include crisis intervention, family therapy, behavioral medicine, and hypnotherapy. She is producer and director of Dhamma Brothers, a documentary about human potential and transformation as it closely follows the stories of prison inmates at Donaldson Correction Facility, the first maximum security prison in North America to hold an University honors Jeff Smith (center). From the Left: Dean extended Vipassana meditation retreat lasting ten days. For more Richardson, President Ortiz, Jenny Philips, Tara and Nirmal Sethia information, visit: http://www.dhammabrothers.com/

CLAYBORNE CARSON delivered the 2009 Ahimsa Center Lecture named after Center‘s founding sponsors, Kathy and Romesh Wadhwani. Carson spoke about ―King‘s Journey to Gandhian Nonviolence.‖ Dr. Carson is a Professor of History, and Director of Martin Luther King, Jr., Research and Education Institute, Stanford University. He is the author of many books and recipient of many awards and honors. Carson served as senior advisor for a fourteen-part, award- winning, public television series on the civil rights movement entitled "Eyes on the Prize" and co-edited the Eyes on the Prize Civil Rights Reader (1991). Ahimsa Center Founding Sponsors, Romesh and Kathy Wadhwani http://mlk-kpp01.stanford.edu/index.php/ claybornecarson/article/ SONYA RHIE QUINTANILLA delivered the 2008 Ahimsa Center Lecture named after Center‘s founding sponsors, Ramila and Jayesh Shah. She gave an illustrated lecture on ―Nonviolence and the Art of India.‖ She is the Curator of Asian Art at the San Diego Museum of Art. She has organized several art exhibitions, including Domains of Wonder: Selected Masterworks of Indian Painting, and Rhythms of India: The Art of Nandalal Bose (1882-1966). Her scholarly publications include a book-length study, History of Early Stone Sculpture at Mathura, ca. 150BCE to 100C.E. (2007), and numerous articles on early Indian sculpture. She is also the author of the exhibition From the right: Avni Shah, Ramila and Jayesh Shah, catalogue, Rhythms of India: The Art of Nandalal Bose (2008). Sonya Quintanilla, and Tara Sethia

Every year the Ahimsa Center hosts a public lecture named after one of its founding sponsor. If you are interested in becoming Center’s founding sponsor, please contact the director at (909) 869-3868 or [email protected]. 15

ABOUT THE AHIMSA CENTER

Established in 2004 in the many important stakeholders. The Center is playing a pioneering role College of Letters, Arts, and Educational initiatives of the Center, by fostering a vision in which each individual Social Sciences at California such as the establishment of the is an important player in the building and State Polytechnic University, Nonviolence Studies Minor on our campus, sustaining a culture of nonviolence. It is a Pomona, the Ahimsa Center is focused on help students acquire an appreciation of vision for cooperation and Collaboration interdisciplinary teaching and learning about nonviolence at intellectual and practical among fellow human beings on the basis of nonviolence and its practical applications at levels. mutual respect, trust, and self restraint. It is personal, interpersonal, societal, national, To integrate in the K-12 curricula an a vision where one sees that any violence and international levels. Educational and interdisciplinary understanding of inflicted on others is a violence inflicted on outreach initiatives of the Center facilitate nonviolence and nonviolent social change, oneself. the center has launched a fellowship an understanding of ahimsa as a positive Ahimsa Center force informing the ways of thinking as well program for the K-12 educators and offers California State Polytechnic University as living. summer institutions for them. Finally, for the Pomona, CA 91768 The Center provides an institutional benefits of the larger community, the Center Director: Dr. Tara Sethia forum to innovatively serve and foster organizes Conference, symposiums, lectures, (909) 869-3868/[email protected] synergistic interactions among dialogues, workshops, and special events focusing on a deeper understanding of www.csupomona.edu/ahimsacenterenter

CONGRATULATIONS

Bipin and Rekha Shah 2009 Rabbits with Stars in their Eyes: A Gentle Ahimsa Awards Recipients Ahimsa Tale about Nonviolence and Compassion. By Fellow Sandra Mizumoto Posey. Ahimsa Awards are given annually to Christopher students who minor in Nonviolence Studies Greenslate at Cal Poly Pomona. The Center thanks and Kerri Bipin and Rekha Shah for making these Leonard, awards possible. The following awards Social were given during 2008-2009: Justice

Support for Books Teachers  Melissa dela Cruz share their  Jacky Ha experience  Angelica Madrigal with their one month For Academic Performance http://www.rabbitswithstars.com/  Seema Bhakta long experiment with eating on one dollar a  Jennifer Alvarez day. She began her career as a professional  Samantha DePetro-Wysuph The book is published by Hyperion and storyteller in 1992, performing in museums  Jolene Kladouris reviewed in many periodicals, including the and festivals around Southern California.  Shannon Nakamoto Time Magazine and the New York Times. For She went on to earn an M.A. and Ph.D. in more visit Folklore and Mythology from UCLA and is For Outstanding Capstone Project http://www.dollaradaybook.com/  Jennifer Smith currently an Associate Professor at California State Polytechnic University, Outstanding Performance in Minor Find out more at www.sandraposey.com  Jolene Kladouris BECOME A MEMBER OF THE AHIMSA CENTER TODAY! The two-year membership will include admission to regular public events and to a world-class conference on Nonviolence and Sustainability in 2010, plus discounted admission to special events. For more Information, visit the center web site: www.csupomona.edu/ahimsacenter or call 909-869-3808, or email [email protected] 16