All Men Are Brothers: Life and Thoughts of Mahatma Gandhi As Told in His
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Gandhi Warrior of Non-Violence P
SATYAGRAHA IN ACTION Indians who had spent nearly all their lives in South Africi Gandhi was able to get assistance for them from South India an appeal was made to the Supreme Court and the deportation system was ruled illegal. Meantime, the satyagraha movement continued, although more slowly as a result of government prosecution of the Indians and the animosity of white people to whom Indian merchants owed money. They demanded immediate payment of the entire sum due. The Indians could not, of course, meet their demands. Freed from jail once again in 1909, Gandhi decided that he must go to England to get more help for the Indians in Africa. He hoped to see English leaders and to place the problems before them, but the visit did little beyond acquainting those leaders with the difficulties Indians faced in Africa. In his nearly half year in Britain Gandhi himself, however, became a little more aware of India’s own position. On his way back to South Africa he wrote his first book. Hind Swaraj or Indian Home Rule. Written in Gujarati and later translated by himself into English, he wrote it on board the steamer Kildonan Castle. Instead of taking part in the usual shipboard life he used a packet of ship’s stationery and wrote the manuscript in less than ten days, writing with his left hand when his right tired. Hind Swaraj appeared in Indian Opinion in instalments first; the manuscript then was kept by a member of the family. Later, when its value was realized more clearly, it was reproduced in facsimile form. -
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. -
The Social Life of Khadi: Gandhi's Experiments with the Indian
The Social Life of Khadi: Gandhi’s Experiments with the Indian Economy, c. 1915-1965 by Leslie Hempson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (History) in the University of Michigan 2018 Doctoral Committee: Associate Professor Farina Mir, Co-Chair Professor Mrinalini Sinha, Co-Chair Associate Professor William Glover Associate Professor Matthew Hull Leslie Hempson [email protected] ORCID iD: 0000-0001-5195-1605 © Leslie Hempson 2018 DEDICATION To my parents, whose love and support has accompanied me every step of the way ii TABLE OF CONTENTS DEDICATION ii LIST OF FIGURES iv LIST OF ACRONYMS v GLOSSARY OF KEY TERMS vi ABSTRACT vii INTRODUCTION 1 CHAPTER 1: THE AGRO-INDUSTRIAL DIVIDE 23 CHAPTER 2: ACCOUNTING FOR BUSINESS 53 CHAPTER 3: WRITING THE ECONOMY 89 CHAPTER 4: SPINNING EMPLOYMENT 130 CONCLUSION 179 APPENDIX: WEIGHTS AND MEASURES 183 BIBLIOGRAPHY 184 iii LIST OF FIGURES FIGURE 2.1 Advertisement for a list of businesses certified by AISA 59 3.1 A set of scales with coins used as weights 117 4.1 The ambar charkha in three-part form 146 4.2 Illustration from a KVIC album showing Mother India cradling the ambar 150 charkha 4.3 Illustration from a KVIC album showing giant hand cradling the ambar charkha 151 4.4 Illustration from a KVIC album showing the ambar charkha on a pedestal with 152 a modified version of the motto of the Indian republic on the front 4.5 Illustration from a KVIC album tracing the charkha to Mohenjo Daro 158 4.6 Illustration from a KVIC album tracing -
Gandhi Writes About Henry David Thoreau Source 2
Handout Source 1: Gandhi writes about Henry David Thoreau Many years ago, there lived in America a great man named Henry David Thoreau. His writings are read and pondered over by millions of people… Much importance is attached to his writings because Thoreau himself was a man who practised what he preached. Impelled by a sense of duty, he wrote much against his own country, America. He considered it a great sin that the Americans held many persons in the bond of slavery. He did not rest content with saying this, but took all other necessary steps to put a stop to this trade. One of the steps consisted in not paying any taxes to the State in which the slave trade was being carried on. He was imprisoned when he stopped paying the taxes due from him. The thoughts which occurred to him during his imprisonment were boldly original. [From Gandhi. Indian Opinion. Quoted in M.V. Kamath. The United States and India 1776-1976. Washington, D.C.: Embassy of India, 1976. 65.] Source 2: Gandhi’s Influence on Dr. Martin Luther King When King arrived one cold day in New Delhi, as a guest of the Government of India, his first words were a tribute to Gandhi. “To other countries,” King said, “I may go as a tourist, but to India I come as a pilgrim. This is because India means to me Mahatma Gandhi, a truly great man of the age.” King heard of Gandhi from Dr. Mordecai Johnson, President of Howard University, who had returned from a visit to India and was speaking at Philadelphia. -
Unit 28 Life Cycle Rituals-I : .Birth ' and Marriage
UNIT 28 LIFE CYCLE RITUALS-I : .BIRTH ' AND MARRIAGE Structure 28.0 Objectives 28.1 Introduction 28.2 Aspects of Ritual 28.3 Functions of Ritual 28.4 Birth and Related Rites 28 4.1 Hindu Birth Rites 28.4.2 Syrian Christian Birth Rites 28.4.3 Sikh Rites of Birth 28.4.4 Korku Birth Rites 28.5 Marriage Rites 28.5.1 Marriage Rites Among Hindus 28.5,2 Marriage Rites Among Syriv Christians 28.5.3 Marriage Rites Among Sikhs 28.5.4 Marriage Rites Among the Korkus 28.6 Let Us Sum Up 28.7 Further Readings 28.8 Key Words 28.9 pnswers to Check Your Progress 28.0 OBJECTIVES After you have read the unit you should be able to a describe a typology of religion a explain religion in tribal societies a discuss a classification of ritual a describe rites of birth of the given communities a explain marriage rites of the given communities. 28.1. INTRODUCTION In this unit we begin with an introduction to ritual. We then discuss Saraswati's functions of ritual (Saraswati : 1984). Haying done this we describe and analyse birth and related rites among Hindus, Syrian Christians, Sikhs and the Korku tribe. We also describe and analyse marriage rites argong the same groups. 28.2 ASPECTS OF RITUAL The word 'ritual' can only be understood in terms of a background of who is using it. For a clergyman all ritual.takes place within a church in keeping with various -relations. For a doctor however it may refer to some habits of a patient(s). -
Ahimsa Center- K-12 Teacher Institute Lesson Plan Title of Lesson: Gandhi's Voice: Writing As Nonviolent Resistance Lesson B
Ahimsa Center- K-12 Teacher Institute Lesson Plan Title of Lesson: Gandhi’s Voice: Writing as Nonviolent Resistance Lesson By: Rebecca Eastman Grade Level/ Subject Areas: Class Size: Time/ Duration of Lessons: Grade Eight, English 20-30 students Lesson one of two Language Arts 1 hour Objectives of Lesson: • Students will identify how Mahatma Gandhi used writing as a means of nonviolent communication, as a means to communicate nonviolence, and as a necessary tool for reflection and self development. • Students will record with 80% accuracy, the genre, writing style, content and effect of two pieces of writing, one narrative and one expository. Lesson Abstract: In this lesson, eighth grade English Language Arts students will be introduced to M. K. Gandhi, not only as a nonviolent activist, but as a writer. After watching a short film on Gandhi as a writer, they will explore two excerpts of Gandhi’s writing, one narrative and the other expository. Students will identify the characteristics of what can make writing a nonviolent form of activism. Using a graphic organizer, students will work in groups to dissect Gandhi’s writing, categorizing the theme, similarities and differences, and effect of these excerpts. This and future lessons in the unit stress the importance of using one’s voice for social change. Lesson Content: Before the world knew Gandhi as one of the most influential persons of the 20th Century. Before he became a spiritual leader for India and the world, Gandhi was a man who wrote. Mohandas K. Gandhi was born in India in 1869, as a teen lived in England, as a young adult, South Africa and then back to India for the remainder of his life. -
Chapter I Introduction
CHAPTER I INTRODUCTION Nonviolence is the pillar of Gandhi‘s life and work. His concept of nonviolence was based on cultivating a particular philosophical outlook and was integrally associated with truth. For him, nonviolence not just meant refraining from physical violence interpersonally and nationally but refraining from the inner violence of the heart as well. It meant the practice of active love towards one‘s oppressor and enemies in the pursuit of justice, truth and peace; ―Nonviolence cannot be preached‖ he insisted, ―It has to be practiced.‖ (Dear John, 2004). Non Violence is mightier than violence. Gandhi had studied very well the basic nature of man. To him, "Man as animal is violent, but in spirit he is non-violent.‖ The moment he awakes to the spirit within, he cannot remain violent". Thus, violence is artificial to him whereas non-violence has always an edge over violence. (Gandhi, M.K., 1935). Mahatma Gandhi‘s nonviolent struggle which helped in attaining independence is the biggest example. Ahimsa (nonviolence) has been part of Indian religious tradition for centuries. According to Mahatma Gandhi the concept of nonviolence has two dimensions i.e. nonviolence in action and nonviolence in thought. It is not a negative virtue rather it is positive state of love. The underlying principle of non- violence is "hate the sin, but not the sinner." Gandhi believes that man is a part of God, and the same divine spark resides in all men. Since the same spirit resides in all men, the possibility of reforming the meanest of men cannot be ruled out. -
The Impact of Pilgrimage Upon the Faith and Faith-Based Practice of Catholic Educators
The University of Notre Dame Australia ResearchOnline@ND Theses 2018 The impact of pilgrimage upon the faith and faith-based practice of Catholic educators Rachel Capets The University of Notre Dame Australia Follow this and additional works at: https://researchonline.nd.edu.au/theses Part of the Religion Commons COMMONWEALTH OF AUSTRALIA Copyright Regulations 1969 WARNING The material in this communication may be subject to copyright under the Act. Any further copying or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice. Publication Details Capets, R. (2018). The impact of pilgrimage upon the faith and faith-based practice of Catholic educators (Doctor of Philosophy (College of Education)). University of Notre Dame Australia. https://researchonline.nd.edu.au/theses/219 This dissertation/thesis is brought to you by ResearchOnline@ND. It has been accepted for inclusion in Theses by an authorized administrator of ResearchOnline@ND. For more information, please contact [email protected]. THE IMPACT OF PILGRIMAGE UPON THE FAITH AND FAITH-BASED PRACTICE OF CATHOLIC EDUCATORS A Dissertation Presented for the Doctor of Philosophy, Education The University of Notre Dame, Australia Sister Mary Rachel Capets, O.P. 23 August 2018 THE IMPACT OF PILGRIMAGE UPON THE CATHOLIC EDUCATOR Declaration of Authorship I, Sister Mary Rachel Capets, O.P., declare that this thesis, submitted in fulfilment of the requirements for the award of Doctor of Philosophy, in the Faculty of Education, University of Notre Dame Australia, is wholly my own work unless otherwise referenced or acknowledged. The document has not been submitted for qualifications at any other academic institution. -
The Anarchist Collectives Workers’ Self-Management in the Spanish Revolution, 1936–1939
The Anarchist Collectives Workers’ Self-Management in the Spanish Revolution, 1936–1939 Sam Dolgoff (editor) 1974 Contents Preface 7 Acknowledgements 8 Introductory Essay by Murray Bookchin 9 Part One: Background 28 Chapter 1: The Spanish Revolution 30 The Two Revolutions by Sam Dolgoff ....................................... 30 The Bolshevik Revolution vs The Russian Social Revolution . 35 The Trend Towards Workers’ Self-Management by Sam Dolgoff ....................................... 36 Chapter 2: The Libertarian Tradition 41 Introduction ............................................ 41 The Rural Collectivist Tradition by Sam Dolgoff ....................................... 41 The Anarchist Influence by Sam Dolgoff ....................................... 44 The Political and Economic Organization of Society by Isaac Puente ....................................... 46 Chapter 3: Historical Notes 52 The Prologue to Revolution by Sam Dolgoff ....................................... 52 On Anarchist Communism ................................. 55 On Anarcho-Syndicalism .................................. 55 The Counter-Revolution and the Destruction of the Collectives by Sam Dolgoff ....................................... 56 Chapter 4: The Limitations of the Revolution 63 Introduction ............................................ 63 2 The Limitations of the Revolution by Gaston Leval ....................................... 63 Part Two: The Social Revolution 72 Chapter 5: The Economics of Revolution 74 Introduction ........................................... -
Bridging Worlds: Buddhist Women's Voices Across Generations
BRIDGING WORLDS Buddhist Women’s Voices Across Generations EDITED BY Karma Lekshe Tsomo First Edition: Yuan Chuan Press 2004 Second Edition: Sakyadhita 2018 Copyright © 2018 Karma Lekshe Tsomo All rights reserved No part of this book may not be reproduced or utilized in any form or by any means, electronic or mechanical, or by any information storage or retreival system, without the prior written permission from the publisher, except in the case of brief quotations. Cover Illustration, "Woman on Bridge" © 1982 Shig Hiu Wan. All rights reserved. "Buddha" calligraphy ©1978 Il Ta Sunim. All rights reserved. Chapter Illustrations © 2012 Dr. Helen H. Hu. All rights reserved. Book design and layout by Lillian Barnes Bridging Worlds Buddhist Women’s Voices Across Generations EDITED BY Karma Lekshe Tsomo 7th Sakyadhita International Conference on Buddhist Women With a Message from His Holiness the XIVth Dalai Lama SAKYADHITA | HONOLULU, HAWAI‘I iv | Bridging Worlds Contents | v CONTENTS MESSAGE His Holiness the XIVth Dalai Lama xi ACKNOWLEDGMENTS xiii INTRODUCTION 1 Karma Lekshe Tsomo UNDERSTANDING BUDDHIST WOMEN AROUND THE WORLD Thus Have I Heard: The Emerging Female Voice in Buddhism Tenzin Palmo 21 Sakyadhita: Empowering the Daughters of the Buddha Thea Mohr 27 Buddhist Women of Bhutan Tenzin Dadon (Sonam Wangmo) 43 Buddhist Laywomen of Nepal Nivedita Kumari Mishra 45 Himalayan Buddhist Nuns Pacha Lobzang Chhodon 59 Great Women Practitioners of Buddhadharma: Inspiration in Modern Times Sherab Sangmo 63 Buddhist Nuns of Vietnam Thich Nu Dien Van Hue 67 A Survey of the Bhikkhunī Saṅgha in Vietnam Thich Nu Dong Anh (Nguyen Thi Kim Loan) 71 Nuns of the Mendicant Tradition in Vietnam Thich Nu Tri Lien (Nguyen Thi Tuyet) 77 vi | Bridging Worlds UNDERSTANDING BUDDHIST WOMEN OF TAIWAN Buddhist Women in Taiwan Chuandao Shih 85 A Perspective on Buddhist Women in Taiwan Yikong Shi 91 The Inspiration ofVen. -
Mahatma Gandhi and Non-Violence
Mahatma Gandhi and Non-Violence Mohandas Karamchand Gandhi was born in 1869 in India during the era of British colonial rule. This meant that India was governed by Britain and Indians had no choice in this matter. Gandhi campaigned throughout his life for India to gain independence as a country, which was finally realised in 1945. Gandhi had trained as a lawyer and it was not until he experienced racism in South Africa that he started his journey towards campaigning for equal rights and then Indian independence. He was knowledgeable about all religions. He was impressed by the Sermon on the Mount in the Bible and the idea of non- violence being a moral force, which was also the basic idea proposed by Leo Tolstoy (a Russian writer) with whom Gandhi corresponded. Tolstoy read widely on Christianity, Buddhism and Hinduism and made connections between them. He believed in ‘non-resistance to evil’ was necessary because violence was a wrong in itself. To act violently even when one is being treated unjustly only led to two wrongs being committed. Gandhi was a practising Hindu, this influenced his beliefs in two fundamental ways. 1. Satyagraha is the idea of discovering the truth (satya) and the need to live one’s life by doing the right thing. This is a moral force not the physical force of violence. Violence gets in the way of highlighting the truth of suffering and injustice by causing more suffering and injustice. 2. Ahimsa has a long history in Indian religious thought and was explored in the Hindu Vedas. -
Point-Of-Care Blood Tests: Do Indian Villagers Have Cultural Objections?
OPINION published: 06 November 2018 doi: 10.3389/fchem.2018.00505 Point-of-Care Blood Tests: Do Indian Villagers Have Cultural Objections? Marika Vicziany* and Jaideep Hardikar Faculty of Arts, National Centre for South Asian Studies, Monash Asia Institute, Monash University, Melbourne, VIC, Australia Keywords: point-of-care blood testing, rural health in India, cultural obstacles, infrastructure obstacles, cost obstacles, benefits, needs of villagers The key research question for this paper is whether Indian villagers would be resistant to the introduction of new technologies that could test blood in the villages where they reside, rather than at hospitals or clinics as is now the case. We have selected the subject of blood testing because screening and diagnosis of blood is relevant to many conditions that form part of India’s disease burden—for example, anemia1, hepatitis and malaria. Point-of-care testing would involve collecting blood in minute quantities, namely via a few pinpricks, and testing it on site using simple methods that could be managed by people with low levels of literacy. The technology would provide a readout of the test results within minutes of the blood being applied to the testing medium. The collection of blood and the tests could be conducted in front of patients in their own homes and the blood would not require refrigeration, storage or transportation to urban hospitals or laboratories. In this paper we consider the possible obstacles to and benefits of point-of-care testing in Indian villages by examining the controversy surrounding rapid testing for TB in India. We then go on to discuss two possible kinds of obstacles that have been raised in discussions with colleagues in Australia and India, namely cultural perceptions of blood, and secondly the adequacy of village level health infrastructure2.