Gandhi was born in 1869 in India and educated in London as a lawyer. He faced discrimination in South Africa, influencing his turn toward social activism using non-violent civil disobedience. He helped recruit Indians for World War I to gain independence. Gandhi employed tactics like non-cooperation and satyagraha to protest British rule in India. After independence in 1947, he continued working for Hindu-Muslim unity and was assassinated in 1948 by a Hindu nationalist. Gandhi envisioned education developing character and vocational skills through local crafts like weaving, with the ultimate goal of realizing God.

1. MAHATMA GANDHIMAHATMA GANDHI
1869-1948
Dr.C.Thanavathi

2. • Mohandas Karamchand Gandhi was born
on 2 October 1869 in Porbandar, a coastal
town in present-day Gujarat, India. His
father, Karamchand Gandhi (1822–1885),father, Karamchand Gandhi (1822–1885),
who belonged to the Hindu Modh
community, was the diwan (Prime
Minister) of Porbander state, a small
princely state in the Kathiawar Agency of
British India.
Dr.C.Thanavathi

3. Social Position
• Gandhi was born into the
second highest caste in
Hindu society – the Ruler-
Warrior Caste.
Modern Porbandar, India
Dr.C.Thanavathi

4. As a youth (about 15-years-old)
• He had his schooling in nearby
Rajkot, where his father served as
the adviser or prime minister to
the local ruler. In May 1883, the
13-year old Mohandas was13-year old Mohandas was
married to 14-year old Kasturbai
Makhanji in an arranged child
marriage, as was the custom in
the region. In 1885, when Gandhi
was 15, the couple's first child was
born, but survived only a few
days;Dr.C.Thanavathi

5. Later Teen Years
• On 4 September 1888, less than a
month shy of his 19th birthday,
Gandhi traveled to London,
England, to study law at University
College London and to train as a
barrister. His time in London, thebarrister. His time in London, the
Imperial capital, was influenced by
a vow he had made to his mother
in the presence of the Jain monk
Becharji, upon leaving India, to
observe the Hindu precepts of
abstinence from meat, alcohol, and
promiscuity.Dr.C.Thanavathi

6. The London Years 1888-1891
• Although Gandhi experimented with adopting
"English" customs—taking dancing lessons for
example—he could not stomach the bland
vegetarian food offered by his landlady and he
was always hungry until he found one of
London's few vegetarian restaurants. Influenced
by Salt's book, he joined the Vegetarian Society,
was elected to its executive committee[10], and
started a local Bayswater chapter.[4] Some of thestarted a local Bayswater chapter.[4] Some of the
vegetarians he met were members of the
Theosophical Society, which had been founded in
1875 to further universal brotherhood, and which
was devoted to the study of Buddhist and Hindu
literature. They encouraged Gandhi to join them
in reading the Bhagavad Gita both in translation
as well as in the original.[10] Not having shown a
particular interest in religion before, he became
interested in religious thought and began to read
both Hindu as well as Christian scriptures.
Dr.C.Thanavathi

7. Attempting to Establish a
Career in India: 1891-1893
• His attempts at establishing a law
practice in Mumbai failed. Later, after
failing to secure a part-time job as a high
school teacher, he ended up returning to
Rajkot to make a modest living drafting
petitions for litigants, a business he waspetitions for litigants, a business he was
forced to close when he ran afoul of a
British officer. In his autobiography, he
refers to this incident as an unsuccessful
attempt to lobby on behalf of his older
brother. It was in this climate that, in April
1893, he accepted a year-long contract
from Dada Abdulla & Co., an Indian firm,
to a post in the Colony of Natal, South
Africa, then part of the British Empire
Dr.C.Thanavathi

8. Gandhi in South Africa: 1893- 1914
• In South Africa, Gandhi faced
discrimination directed at Indians. He
was thrown off a train at
Pietermaritzburg after refusing to
move from the first class to a third
class coach while holding a valid first
class ticket. Traveling farther on by
Gandhi while serving in
the Ambulance Corps
during the Boer War.
class ticket. Traveling farther on by
stagecoach he was beaten by a
driver for refusing to travel on the foot
board to make room for a European
passenger. These events were a
turning point in his life, awakening
him to social injustice and influencing
his subsequent social activism.
Dr.C.Thanavathi

9. Maturing in South Africa
Gandhi and his wife Kasturba in South Africa (1902)
Dr.C.Thanavathi

10. The South
Africa Years
Gandhi and his legal colleagues.
Gandhi and his South African friends.
Gandhi served in and lead an
Ambulance Corps Unit in both the
Boer War 1899-1892 and the Zulu War
of 1906. By supporting the British
government, Gandhi hoped to gain full
citizenship for Indians in South Africa,
a goal he did not achieve.
Dr.C.Thanavathi

11. STRUGGLE FOR INDIAN
INDEPENDENCE (1915–1945)Dr.C.Thanavathi

12. Returning to India in 1915
• In 1915, Gandhi returned
from South Africa to live
in India. He spoke at the
conventions of the Indian
National Congress, but
was primarily introducedwas primarily introduced
to Indian issues, politics
and the Indian people by
Gopal Krishna Gokhale, a
respected leader of the
Congress Party at the
time.
Dr.C.Thanavathi

13. Gandhi takes a leadership role
Gandhi preaching a group
of people
Gandhi in a train interacting with
his followers
Dr.C.Thanavathi

14. Role in World War I
• In April 1918, during the latter part of World
War I, Gandhi was invited by the Viceroy to a
War Conference in Delhi. Perhaps to show
his support for the Empire and help his case
for India's independence, Gandhi agreed to
actively recruit Indians for the war effort. Inactively recruit Indians for the war effort. In
contrast to the Zulu War of 1906 and the
outbreak of World War I in 1914, when he
recruited volunteers for the Ambulance
Corps, this time Gandhi attempted to recruit
combatants.
Dr.C.Thanavathi

15. Between the Wars
• In 1918, in Champaran, a district in state of
Bihar, tens of thousands of landless serfs,
indentured laborers and poor farmers were
forced to grow indigo and other cash crops
instead of the food crops necessary for their
survival. Gandhi proposed satyagraha - non-
violence, mass civil disobedience. While it was
strictly non-violent, Gandhi was proposing real
action, a real revolt that the oppressed peoples
of India were dying to undertake. His main
assault came as he was arrested by police on
the charge of creating unrest and was ordered
to leave the province. Hundreds of thousands of
people protested and rallied outside the jail,
police stations and courts demanding his
release, which the court unwillingly did.
Gandhi in 1918,
when he led the
Kheda Satyagraha.
Dr.C.Thanavathi

16. Gandhi’s Tactics
• Gandhi employed non-cooperation,
non-violence and peaceful
resistance as his "weapons" in the
struggle against British. In Punjab,
the Jallianwala Bagh massacre of
civilians by British troops (also
known as the Amritsar Massacre)
Gandhi on the Salt March.
known as the Amritsar Massacre)
caused deep trauma to the nation,
leading to increased public anger
and acts of violence. Gandhi
criticized both the actions of the
British Raj and the retaliatory
violence of Indians. When he was
arrested, he continued his non-
violent protest through hunger
strikes.
Gandhi on Dandi
March
Dr.C.Thanavathi

17. Gandhi is called to London for “talks.”
• Gandhi became
internationally known, so the
British government could not
afford to have him harmed or
have him die while under
arrest (this included dying
At the Prime Minister’s Home on
Downing Street , London , UK
from a self-imposed hunger
strike too). He became a
respected world figure
without ever doing anything
violent. The British couldn’t
ignore him; they had to talk
with him.Dr.C.Thanavathi

18. Imprisonment
• Gandhi was arrested on 10 March 1922, tried
for sedition, and sentenced to six years'
imprisonment. He began his sentence on 18
March 1922. He was released in February 1924
for an appendicitis operation, having served
only 2 years. Without Gandhi's uniting
personality, the Indian National Congresspersonality, the Indian National Congress
began to splinter during his years in prison,
splitting into two factions. Furthermore,
cooperation among Hindus and Muslims, which
had been strong at the height of the non-
violence campaign, was breaking down. Gandhi
attempted to bridge these differences through
many means, including a three-week fast in the
autumn of 1924, but with limited success.
Gandhi on a “fast.”
Dr.C.Thanavathi

19. World War II interrupted the independence
process.
• After long deliberations, Gandhi
declared that India could not be
party to a war ostensibly being
fought for democratic freedom,
while that freedom was denied to
India itself. As the war progressed,Jawaharlal Nehru sitting India itself. As the war progressed,
Gandhi intensified his demand for
independence, drafting a resolution
calling for the British to Quit India.
This was Gandhi's and the
Congress Party's most definitive
revolt aimed at securing the British
exit from India.
Jawaharlal Nehru sitting
next to Gandhi at the AICC
General Session, 1942.
Dr.C.Thanavathi

20. Gandhi and Jawaharlal Nehru work to
prepare for independence.
Gandhi-Nehru in a happy mood Gandhiji and Nehruji on serious
discussions for attaining
independence to India
Dr.C.Thanavathi

21. Gandhiji with Jinnah, leader of
the Muslim faction in 1944
Gandhiji addressing a huge gathering
Dr.C.Thanavathi

22. Gandhi led a very simple life
Gandhi spinning thread Gandhi reading a newspaper
Mahatma Gandhi's room at Sabarmati Ashram
Dr.C.Thanavathi

23. Much older, but still together
Dr.C.Thanavathi

24. Independence
• When the moment of
freedom came, on 15
August 1947, Gandhi
was nowhere to be seen
in the capital, though
Nehru and the entireNehru and the entire
Constituent Assembly
were to salute him as
the architect of Indian
independence, as the
'father of the nation'.
Dr.C.Thanavathi

25. Partitioning India into India &
Pakistan.
• Hindu and Sikh refugees had streamed into the capital
from what had become Pakistan, and there was much
resentment, which easily translated into violence, against
Muslims. It was partly in an attempt to put an end to the
killings in Delhi, and more generally to the bloodshedkillings in Delhi, and more generally to the bloodshed
following the partition, which may have taken the lives of
as many as 1 million people, besides causing the
dislocation of no fewer than 11 million, that Gandhi was
to commence the last fast unto death of his life. The fast
was terminated when representatives of all the
communities signed a statement that they were prepared
to live in "perfect amity", and that the lives, property, and
faith of the Muslims would be safeguarded.Dr.C.Thanavathi

26. Gandhi’s response to threats
• Gandhi, quite characteristically, refused additional
security, and no one could defy his wish to be allowed to
move around unhindered. In the early evening hours of
30 January 1948, Gandhi met with India's Deputy Prime
Minister and his close associate in the freedom struggle,
Vallabhai Patel, and then proceeded to his prayers.Vallabhai Patel, and then proceeded to his prayers.
Gandhi commenced his walk towards the garden where
the prayer meeting was held. As he was about to mount
the steps of the podium, Gandhi folded his hands and
greeted his audience with a namaskar; at that moment, a
young man came up to him and roughly pushed aside
Manu. Nathuram Godse (a Brahmin Hindu) bent down in
the gesture of an obeisance, took a revolver out of his
pocket, and shot Gandhi three times in his chest.Dr.C.Thanavathi

27. Dr.C.Thanavathi

28. Dr.C.Thanavathi

29. Dr.C.Thanavathi

30. MEANING OF EDUCATION
• EDUCATION IS DEVELOPMENT
• EDUCATION IS NOT LITERACY
Dr.C.Thanavathi

31. AIMS OF EDUCATION
Gandhiji has divided educational aims into
two categories as under:
• Immediate aims of education.
• Ultimate aims of education.• Ultimate aims of education.
Dr.C.Thanavathi

32. IMMEDIATE AIMS OF
GANDHIAN EDUCATION
1. Vocational aim:
2. Cultural aim:
3. Character aim:
4. Perfect development aim:4. Perfect development aim:
5. Liberation aim:
6. Dignity of labour:
7. Training for leadership:
8. Social and individual aim:
Dr.C.Thanavathi

33. ULTIMATE AIM OF EDUCATION
• to realize God
Dr.C.Thanavathi

34. GANDHI’S VIEWS ON
EDUCATION
1. Objectives of education:
2. Education through craft:
3. Curriculum:
1. Basic craft – Agriculture, Spinning, Weaving etc.
2. Mother – tongue.2. Mother – tongue.
3. Mathematics – useful for craft and community life.
4. Social studies – social and economic life of the
community, culture the community, history of craft etc.
5. General science – nature study, zoology, physiology,
hygiene, physical culture, anatomy etc.
6. Drawing and music.
Dr.C.Thanavathi

35. Methods of Teaching:
• To achieve mental development, training of senses and parts of the
body should be given.
• Reading should precede the teaching of writing.
• Before teaching of alphabets, art training should be given.
• More opportunities should be given for learning by doing.
• Encouragement should be given to learning by experience.
• Correlation should be established in the teaching methods and• Correlation should be established in the teaching methods and
learning experiences.
• Mother tongue to be the medium of instruction.
• Productive craft as the basic of all education.
• Teaching through creative and productive activities.
• Teaching through creative and productive activities.
• Learning by living, service and participation, self – experience.
• Lecture, questioning and discussion method.
• Oral instruction to personal study.
• All syllabi should be woven around vocational training.
Dr.C.Thanavathi

36. Role of Teacher:
Dr.C.Thanavathi

37. Concept of Discipline:
Dr.C.Thanavathi

38. BASIC EDUCATION
Features of basic education: Basic education was an embodiment of Gandhi’s
perception of an ideal society as one consisting of small, self reliant communities.
The basic scheme of education has the following important features:
• The core aim of basic education is to help students to develop self sufficiency.
• Basic education laid a strong emphasis on manual work.
• There should be free, compulsory and universal education within the age group 7 to
14.
• It envisages providing education through the medium of craft or productive work so
that the child gains economic self reliance for his life.that the child gains economic self reliance for his life.
• The medium of education should be mother tongue.
• Education should develop human values in the child.
• It is aimed to achieve the harmonious development of the child’s body, mind heart
and soul.
• In basic scheme education is imparted through some local craft or productive work.
• The basic education is self supported through some productive work.
• It is geared to create useful, responsible and dynamic citizens.
• Play is an essential part of basic education.
• Subjects are taught in correlation with craft, with environment and with other
subject. Dr.C.Thanavathi

39. GANDHIJI’S CONTRIBUTIONS TO EDUCATION
• Gandhiji’s contribution to education is unique. He was the first
Indian who advocated a scheme of education based upon the
essential values of Indian culture and civilization. His important
contributions to education are the following:
• Gandhiji put forth a very comprehensive and practical system of
education suited to genius of our country. It is a constructive and
human system integrated with needs and ideals of national life.
• Gandhiji was the first educationist to advocate the large scale use of
handicraft, not only as a productive work but as a pivot round whichhandicraft, not only as a productive work but as a pivot round which
the teaching of different subjects should be undertaken.
• He presented a practical scheme of education based on the
principles of equity, social justice, non – violence, human dignity,
economic well being and cultural self respect.
• Gandhiji gave a very broad - based concept of education describing
it as all round development of human personality.
• He recommended immediate and ultimate aims of education which
are in accordance with the Indian socio political, economic, cultural
and social aim of education.Dr.C.Thanavathi

40. • He suggested a very practical and broad based curriculum. It
is needed an integrated curriculum which is psychologically
sound.
• The method of teaching suggested by Gandhiji is highly
pragmatic and pedagogically sound.
• Gandhiji’s educational model was not only holistic and
practical; it was highly decentralized and integrated, with a
demonstrated capacity to motivate the entire community and
place responsibility and accountability at the community levelplace responsibility and accountability at the community level
versus the state.
• Gandhiji’s educational scheme revived India’s economic,
social and cultural life through the instrumentality of a
handicraft.
• The basic scheme of education was a practical solution for
rural unemployment. Gandhiji succeeded in presenting a type
of education which can provide the necessary economic self
sufficiency and self reliance.Dr.C.Thanavathi

41. GANDHI’S PUBLICATIONS ON
EDUCATION
• Ø Basic education.
• Ø Medium of instruction.
• Ø Tasks before Indian students.
• Ø To the students.• Ø To the students.
• Ø Towards new education.
• Ø True education Gandhi wrote
extensively on education in ‘Harijan’.
Dr.C.Thanavathi

42. Mahatma Gandhi – The Father of India (1869-1948)Dr.C.Thanavathi