Quotations from the Wayside Action and Activism Trouble Neglected Becomes Still More Troublesome
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
A Peep Into the Philosophy of Dr. Sarvepalli Radhakrishnan Relating to Education
Pramana Research Journal ISSN NO: 2249-2976 A Peep into the Philosophy of Dr. Sarvepalli Radhakrishnan Relating to Education Dr. Pradip Debnath1 1Assistant Professor,Department of Education, UGB, W.B., India-732103 Abstract The present study aims at focussing the educational thoughts of Dr. Sarvepalli Radhakrishnan and finding its significance in present day educational system. Dr. Sarvepalli Radhakrishnan was a creative thinker of modern India as a contemporary Indian philosopher. As an educational philosopher he took part in the educational process also studying the problems of education in depth. He was concerned about the social, political, economic and cultural issues. He not only theorised the educational principles but also practised the same in his own teaching. As he was a great teacher and a high level philosopher, the dual enterprise gave him a unique and in-depth insight into the Indian educational situation and problems and he could speak about the same to the authority. His educational philosophy touched all spheres of life and education. It exerted special emphasis on peace, love, co-operation, universal love, harmony, brotherhood, and secular culture in fusion of our rich tradition and culture of the East with the modern science and technology of the West. He wanted qualitative improvement of education through mass, women, technical and vocational education , fostering of creativity, spiritual training and understanding of human relationship with the end of abolishing the evils of the country like malnutrition, poverty , gender discrimination, superstition, illiteracy and unemployment. The Historical Research Method was followed in the study, and the data were collected from both primary and secondary sources. -
Learning from History the Nashville Sit-In Campaign with Joanne Sheehan
Building a Culture of Peace Forum Learning From History The Nashville Sit-In Campaign with Joanne Sheehan Thursday, January 12, 2017 photo: James Garvin Ellis 7 to 9 pm (please arrive by 6:45 pm) Unitarian Universalist Church Free and 274 Pleasant Street, Concord NH 03301 Open to the Public Starting in September, 1959, the Rev. James Lawson began a series of workshops for African American college students and a few allies in Nashville to explore how Gandhian nonviolence could be applied to the struggle against racial segregation. Six months later, when other students in Greensboro, NC began a lunch counter sit-in, the Nashville group was ready. The sit- As the long-time New in movement launched the England Coordinator for Student Nonviolent Coordinating the War Resisters League, and as former Chair of War James Lawson Committee, which then played Photo: Joon Powell Resisters International, crucial roles in campaigns such Joanne Sheehan has decades as the Freedom Rides and Mississippi Freedom Summer. of experience in nonviolence training and education. Among those who attended Lawson nonviolence trainings She is co-author of WRI’s were students who would become significant leaders in the “Handbook for Nonviolent Civil Rights Movement, including Marion Barry, James Bevel, Campaigns.” Bernard Lafayette, John Lewis, Diane Nash, and C. T. Vivian. For more information please Fifty-six years later, Joanne Sheehan uses the Nashville contact LR Berger, 603 496 1056 Campaign to help people learn how to develop and participate in strategic nonviolent campaigns which are more The Building a Culture of Peace Forum is sponsored by Pace e than protests, and which call for different roles and diverse Bene/Campaign Nonviolence, contributions. -
What Made Nonviolent Protest Effective During the Civil Rights Movement?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 5011th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? © Bettmann / © Corbis/AP Images. Supporting Questions 1. What was tHe impact of the Greensboro sit-in protest? 2. What made tHe Montgomery Bus Boycott, BirmingHam campaign, and Selma to Montgomery marcHes effective? 3. How did others use nonviolence effectively during the civil rights movement? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 11th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? 11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and New York State socioeconomic inequalities were addressed By individuals, groups, and organizations. Varying political Social Studies philosophies prompted debates over the role of federal government in regulating the economy and providing Framework Key a social safety net. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Discuss tHe recent die-in protests and tHe extent to wHicH tHey are an effective form of nonviolent direct- Question action protest. Supporting Question 1 Supporting Question 2 Supporting Question 3 Guided Student Research Independent Student Research What was tHe impact of tHe What made tHe Montgomery Bus How did otHers use nonviolence GreensBoro sit-in protest? boycott, the Birmingham campaign, effectively during tHe civil rights and tHe Selma to Montgomery movement? marcHes effective? Formative Formative Formative Performance Task Performance Task Performance Task Create a cause-and-effect diagram tHat Detail tHe impacts of a range of actors Research the impact of a range of demonstrates the impact of the sit-in and tHe actions tHey took to make tHe actors and tHe effective nonviolent protest by the Greensboro Four. -
Viewer's Guide
SELMA T H E BRIDGE T O T H E BALLOT TEACHING TOLERANCE A PROJECT OF THE SOUTHERN POVERTY LAW CENTER VIEWER’S GUIDE GRADES 6-12 Selma: The Bridge to the Ballot is the story of a courageous group of Alabama students and teachers who, along with other activists, fought a nonviolent battle to win voting rights for African Americans in the South. Standing in their way: a century of Jim Crow, a resistant and segregationist state, and a federal govern- ment slow to fully embrace equality. By organizing and marching bravely in the face of intimidation, violence, arrest and even murder, these change-makers achieved one of the most significant victories of the civil rights era. The 40-minute film is recommended for students in grades 6 to 12. The Viewer’s Guide supports classroom viewing of Selma with background information, discussion questions and lessons. In Do Something!, a culminating activity, students are encouraged to get involved locally to promote voting and voter registration. For more information and updates, visit tolerance.org/selma-bridge-to-ballot. Send feedback and ideas to [email protected]. Contents How to Use This Guide 4 Part One About the Film and the Selma-to-Montgomery March 6 Part Two Preparing to Teach with Selma: The Bridge to the Ballot 16 Part Three Before Viewing 18 Part Four During Viewing 22 Part Five After Viewing 32 Part Six Do Something! 37 Part Seven Additional Resources 41 Part Eight Answer Keys 45 Acknowledgements 57 teaching tolerance tolerance.org How to Use This Guide Selma: The Bridge to the Ballot is a versatile film that can be used in a variety of courses to spark conversations about civil rights, activism, the proper use of government power and the role of the citizen. -
Black-Jewish Coalition” Unraveled: Where Does Israel Fit?
The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A Master’s Thesis Presented to The Faculty of the Graduate School of Arts and Sciences Brandeis University Hornstein Jewish Professional Leadership Program Professors Ellen Smith and Jonathan Krasner Ph.D., Advisors In Partial Fulfillment of the Requirements for the Degree Master of Arts by Leah Robbins May 2020 Copyright by Leah Robbins 2020 Acknowledgements This thesis was made possible by the generous and thoughtful guidance of my two advisors, Professors Ellen Smith and Jonathan Krasner. Their content expertise, ongoing encouragement, and loving pushback were invaluable to the work. This research topic is complex for the Jewish community and often wrought with pain. My advisors never once questioned my intentions, my integrity as a researcher, or my clear and undeniable commitment to the Jewish people of the past, present, and future. I do not take for granted this gift of trust, which bolstered the work I’m so proud to share. I am also grateful to the entire Hornstein community for making room for me to show up in my fullness, and for saying “yes” to authentically wrestle with my ideas along the way. It’s been a great privilege to stretch and grow alongside you, and I look forward to continuing to shape one another in the years to come. iii ABSTRACT The “Black-Jewish Coalition” Unraveled: Where Does Israel Fit? A thesis presented to the Faculty of the Graduate School of Arts and Sciences of Brandeis University Waltham, Massachusetts By Leah Robbins Fascination with the famed “Black-Jewish coalition” in the United States, whether real or imaginary, is hardly a new phenomenon of academic interest. -
James Russell Lowell - Poems
Classic Poetry Series James Russell Lowell - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive James Russell Lowell(22 February 1819 – 12 August 1891) James Russell Lowell was an American Romantic poet, critic, editor, and diplomat. He is associated with the Fireside Poets, a group of New England writers who were among the first American poets who rivaled the popularity of British poets. These poets usually used conventional forms and meters in their poetry, making them suitable for families entertaining at their fireside. Lowell graduated from Harvard College in 1838, despite his reputation as a troublemaker, and went on to earn a law degree from Harvard Law School. He published his first collection of poetry in 1841 and married Maria White in 1844. He and his wife had several children, though only one survived past childhood. The couple soon became involved in the movement to abolish slavery, with Lowell using poetry to express his anti-slavery views and taking a job in Philadelphia, Pennsylvania as the editor of an abolitionist newspaper. After moving back to Cambridge, Lowell was one of the founders of a journal called The Pioneer, which lasted only three issues. He gained notoriety in 1848 with the publication of A Fable for Critics, a book-length poem satirizing contemporary critics and poets. The same year, he published The Biglow Papers, which increased his fame. He would publish several other poetry collections and essay collections throughout his literary career. Maria White died in 1853, and Lowell accepted a professorship of languages at Harvard in 1854. -
1. the Right to Public Amnesia – Santhosh Desai Santhosh Desai
II BA ENGLISH FOUNDATION III – BLE30 (Prepared by Dr.Pallavan P, Assistant Professor, Thiruvalluvar University College of Arts and Science, Tirupattur) UNIT I – PROSE 1. The Right to Public Amnesia – Santhosh Desai Santhosh Desai One of India's best-known social commentators and advertising and marketing professionals, Santosh Desai is a columnist with several prominent publications. He heads Future Brands, a branding services and consulting company, and was earlier the president of McCann Erickson India. The Right to Public Amnesia: An Overview. Santosh Desai ‘s column Chity Chity Bang Bang in the latest Monday article The Right to Public Amnesia is bang on a complex issue of individual’s rights over his/her life and actions. Despite his lucid and argumentative style, the article that starts with a bang ends almost with a whimper as he has no answers to the disturbing question of one’s right to be forgotten in the age of internet where the ready availability of information renders it impossible for the erasure of one’s actions from public memory. The cliché’s truism ‘public memory is short’ has no validity in today’s age of advanced technology with its remarkable storage space in megabytes. Can public amnesia be restored as an individual’s right is only one part of the question. Implied in this question is that the action and sayings of the individual leave such a damaging imprint on the society that cannot be forgotten and swept under the carpet. The ethical question is how far an individual can claim as his right to privacy when s/he inhabits a collective space called society. -
A Comparative Reading of Taylor and Gandhi on Holistic Identity
The Metaphysics of Diversity and Authenticity: A Comparative Reading of Taylor and Gandhi on Holistic Identity Author: Joshy P. Varghese Persistent link: http://hdl.handle.net/2345/bc-ir:104265 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2013 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College Graduate School of Arts and Science Department of Philosophy THE METAPHYSICS OF DIVERSITY AND AUTHENTICITY: A COMPARATIVE READING OF TAYLOR AND GANDHI ON HOLISTIC IDENTITY a dissertation by JOSHY P. VARGHESE Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy April, 2013 ©Copy Right by JOSHY P. VARGHESE 2013 ABSTRACT THE METAPHYSICS OF DIVERSITY AND AUTHENTICITY: A COMPARATIVE READING OF TAYLOR AND GANDHI ON HOLISTIC IDENTITY By Joshy P. Varghese Director: Prof. Jeffrey Bloechl The human self and society in general have always been in transition and transformation. Our senses of ourselves and of our society are in dialectical relation with our sense of whether or to what degree we feel part of important dimensions such as religion and politics, which are both an expression of our identity and factors that may sometimes change our identity. In modern western society it seems that identity has shifted from what Charles Taylor calls “embeddedness” in religion to a mode of life where religion is, to a great extent, expected to be a personal matter and even a personal choice. This is not impossible to understand, and historical work shows us that there are important continuities between the modern reason that rejects religion and the religion that it rejects. -
Biographical Description for the Historymakers® Video Oral History with Reverend James Bevel
Biographical Description for The HistoryMakers® Video Oral History with Reverend James Bevel PERSON Bevel, James L. (James Luther), 1936- Alternative Names: Reverend James Bevel; Life Dates: October 19, 1936-December 19, 2008 Place of Birth: Itta Bena, Mississippi, USA Residence: Chicago, Illinois Occupations: Civil Rights Activist; Minister Biographical Note Civil rights activist Reverend James Luther Bevel was born in Itta Bena, Mississippi, on October 19, 1936. After a stint in the services, Bevel was called to the ministry and enrolled in the American Baptist Theological Seminary in Nashville, Tennessee. While in the Seminary, Bevel joined the Nashville chapter of the Southern Christian Leadership Conference (SCLC), then led by the Reverend James Lawson. (SCLC), then led by the Reverend James Lawson. In 1960, Bevel and other black students trained by Lawson, including John Lewis, Dianne Nash, Marion Barry, and Bernard Lafayette, organized sit-ins against segregated lunch counters. Eventually Bevel and his colleagues won a hard-fought, nonviolent victory; soon after, as chairman of the Nashville student movement, Bevel participated in Freedom Rides to desegregate interstate travel and public accommodations throughout the South. In his home state, Bevel created the SCLC Mississippi Project for voting rights in 1962. In 1963, Bevel was compelled to join the desegregation struggle being waged by Dr. Martin Luther King, Jr. and the Reverend Fred Shuttlesworth in Birmingham, Alabama. When King was jailed, Bevel organized black children and marched against Commissioner Bull Connor's fire hoses and police dogs. The "Children's Crusade," as the movement led by Bevel came to be known, turned the media tide in the favor of the desegregationists. -
Mystical Experiences, Neuroscience, and the Nature of Real…
MYSTICAL EXPERIENCES, NEUROSCIENCE, AND THE NATURE OF REALITY Jonathan Scott Miller A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2007 Committee: Marvin Belzer, Advisor Kenneth I. Pargament Graduate Faculty Representative Michael Bradie Sara Worley ii © 2007 Jonathan Miller All Rights Reserved iii ABSTRACT Marvin Belzer, Advisor Research by neuroscientists has begun to clarify some of the types of brain activity associated with mystical experiences. Neuroscientists disagree about the implications of their research for mystics’ beliefs about the nature of reality, however. Persinger, Alper, and other scientific materialists believe that their research effectively disproves mystics’ interpretations of their experiences, while Newberg, Hood, and others believe that scientific models of mystical experiences leave room for God or some other transcendent reality. I argue that Persinger and Alper are correct in dismissing mystics’ interpretations of their experiences, but that they are incorrect in asserting mystical experiences are pathological or otherwise undesirable. iv To Betty, who knows from experience. v ACKNOWLEDGMENTS Special thanks are due to all the members of my committee, for their extreme patience, both when I was floundering about in search of a topic, and when my work had slowed to a trickle after an unexpected and prolonged illness. I feel especially fortunate at having been able to assemble a committee in which each of the members was truly indispensable. Thanks to Ken Pargament for his world-class expertise in the psychology of religion, to Mike Bradie and Sara Worley for their help with countless philosophical and stylistic issues, and to Marv Belzer, for inspiring the project in the first place, and for guiding me through the intellectual wilderness which I had recklessly entered! vi TABLE OF CONTENTS CHAPTER I. -
Dr.Sarvepalli Radhakrishnan
Dr.Sarvepalli Radhakrishnan 2nd President of India In office 14 May 1962 – 13 May 1967 Prime Minister Jawaharlal Nehru Gulzarilal Nanda (Acting) Lal Bahadur Shastri Gulzarilal Nanda (Acting) Indira Gandhi Vice President Zakir Hussain Preceded by Rajendra Prasad Succeeded by Zakir Hussain 1st Vice President of India In office 26 January 1952 – 12 May 1962 President Rajendra Prasad Prime Minister Jawaharlal Nehru Succeeded by Zakir Hussain Personal details Born 5 September 1888 Thiruttani , Madras Presidency, British India (Present Tamil Nadu)[1] Died 17 April 1975 (aged 86) Madras, Tamil Nadu, India Political party Independent Spouse(s) Sivakamu Children 5 (daughters) + 1 (Son) Sarvepalli_Gopal Alma mate University of Madras Profession Philosopher, Professor Awards Bharat Ratna (in 1954) 1 Sarvepalli Radhakrishnan listen (help·info) (5 September 1888 – 17 April 1975) was an Indian philosopher and statesman[2] who was the first Vice President of India (1952–1962) and the second President of India from 1962 to 1967.[web 1] One of India's most distinguished twentieth-century scholars of comparative religion and philosophy,[3][web 2] his academic appointments included professor of Philosophy at the University of Mysore (1918-1921), the King George V Chair of Mental and Moral Science at the University of Calcutta (1921–1932) and Spalding Professor of Eastern Religion and Ethics at University of Oxford (1936–1952). His philosophy was grounded in Advaita Vedanta, reinterpreting this tradition for a contemporary understanding.[web 2] He defended Hinduism against "uninformed Western criticism",[4] contributing to the formation of contemporary Hindu identity.[5] He has been influential in shaping the understanding of Hinduism, in both India and the west, and earned a reputation as a bridge-builder between India and the West.[6] Radhakrishnan was awarded several high awards during his life, including a knighthood in 1931, the Bharat Ratna, the highest civilian award in India, in 1954, and honorary membership of the British Royal Order of Merit in 1963. -
The Spirit Leads
The Spirit Leads: Margaret Fuller in Her Own Words Barry Andrews, Editor (Boston: Skinner House, 2010) Discussion Guide for Unitarian Universalist Groups by Polly Peterson Polly Peterson is the author of Stirring the Nation's Heart: Eighteen Stories of Prophetic Unitarians and Universalists of the Nineteenth Century (Skinner House, 2010) as well as a number of biographical stories for the Unitarian Universalist Association's Tapestry of Faith curriculum. She is a freelance writer whose work has been published by a wide variety of educational publishers. Peterson is a member of First Parish Unitarian Universalist in Concord, Massachusetts. UUA Tapestry of Faith Discussion Guide for The Spirit Leads Table of Contents Introduction.......................................................................................................................i Session 1 (60- or 90-minute), Introduction to Margaret Fuller.........................................1 Session 2 (60- or 90-minute), Our Pilgrimage Here – The Quest for Personal Meaning and Spiritual Wholeness...........................................................................5 Session 3 (60- or 90-minute), A Radiant Sovereign Self – The Quest for Self-Reliance...........................................................................................................8 Session 4 (60- or 90-minute), The Majesty of Earth – A Mystical Connection to Nature....................................................................................................................12 Session 5 (60- or 90-minute),