Gandhi Jayanti
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This was prepared for a multi-faith celebration of Gandhi Jayanti at Stanford in 2005.
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Gandhi Jayanti
- 1. “You must be the change you wish to see in the world” -Mahatma Gandhi GANDHI JAYANTI 2005
- 2. WELCOME We call upon the Teacher of wisdom, surrounded by his eager students, to teach us our duty. May those who are benefactors of all people help in achieving this elevated existence. May the indivisible one shower blessings upon us. May we ever unswervingly follow the path of duty as do the sun and the moon. May we move in the society of the learned and pious who are Charitably disposed and non-violent in their deeds. Rig Veda 2:21:12
- 3. MAHATMA GANDHI: LIFE & TIMES 1869-1948 Aarti Rao and Aman Govil
- 4. Dutiful Son
- 5. Studied Law at University College, London
- 6. Early days, Johannesburg practice, South Africa
- 10. Founded Sabarmati Ashram in Gujarat, India
- 11. World War I – Gandhi supports the British
- 12. Launch of the Non-Cooperation Movement
- 13. Declaration of Complete Independence
- 14. The Salt March at Dandi
- 16. World War II
- 17. My true test of non-violence will come when I’m shot by an assassin, and I am able to die without holding any malice toward my assassin. -Mahatma Gandhi
- 18. VVAAISISHHNNAAVV JJAANN T TOOHH Vaishnav Jan toh taynay kahyeeyejey, Peerh paraayee janney ray, Par dukkhey upkar karey to yey, Man abhimaan na anney ray. Sakal lokma sahuney vandey, Ninda na karey kainee ray Vaach kaach, man nischal raakhey, Dhan-dhan jananee tainee ray. Samdristhi nay trishna tyagee, Par-stree jaynay mat ray Jivaah thaki asatya na GOD’s CHILD IS ONE WHO KNOWS ANOTHER'S PAIN WHO UPLIFTS THE SORROWFUL AND PRIDE DOES DISDAIN WHO SALUTES ALL BEINGS AND CRITICIZES NONE OF PURE TALK AND ACTION SUCH A ONE’s MOTHER IS BLESSED WHO LOOKS ON ALL AS THE SAME HONORS WOMAN AS MOTHER WHO DOES NOT UTTER UNTRUTH EVEN WHEN THE TONGUE HAS TIRED
- 19. The Making of Gandhi By - Rashmi Raghu “Generations to come will scarcely believe that such a one as this walked the earth” - Einstein on Gandhi
- 20. Childhood “I never could learn the art of ‘copying’.” - About his time in high school
- 21. Playing the husband “.. the lesson of faithfulness had an untoward effect. … I had absolutely no reason to suspect my wife’s fidelity, but jealousy does not wait for reasons.” - About the early years of his married life
- 22. To be or not to be vegetarian With members of the Vegetarian Society London, 1890 “The choice was now made in favor of vegetarianism, the spread of which henceforward became my mission.”
- 23. Service to family & community “…if animal passion had not blinded me, I should have been spared the torture of separation from my father during his last moments.” - About his father’s passing “Without the observance of brahmacharya, service of the family would be inconsistent with service of the community.” - About his thoughts before taking the vow of celibacy and self-restraint
- 24. Search for Truth “… morality is the basis of things, and … truth is the substance of all morality.” -In India “the Sermon on the Mount … went straight to my heart.” - In England “I do not seek redemption from the consequences of my sin. I seek to be redeemed from sin itself, or rather from the very thought of sin.” - In South Africa
- 25. “Be the change you wish to see in the world.”
- 27. GANDHI AND CHRISTIANITY Rev. Richard Foster Episcopal Lutheran Ministry
- 28. RAGHUPATI RAGHAV RAJA RAM Raghupati Raghava Rajaa Ram, Pateeta Paavana Seetaa Raam, Seetaa Raam, Seetaa Raam, Bhaj Pyare tu Seetaa Raam, Ishwara Allah Tero Naam, Sabko Sanmati Dey Bhagwan. We worship you as Rama of the Raghu dynasty, We worship you as the ideal wife, Sita, Glory to Seetaa, Glory to Raam, Oh Devotee Sing to Seetaa and Raam, We worship you as “Ishwar” and “Allah” May you bless all
- 29. GANDHI AND BAHA’I Leila Ruhieh Ehsani
- 30. Gandhi and Education Tara Beteille, Dept. of Education
- 31. “I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any.” Mahatma Gandhi, 1921
- 32. Gandhi’s Philosophy of Education Passionate Search for Truth Ideal of non-attachment Profound Reverence for Life Readiness to sacrifice all for the knowledge of God
- 33. Nai Talim (New Education) A program for universal education Basic education for children Empower the future Adult education Upliftment of Harijans and women
- 34. Holistic Model Physical Drill Handicrafts Music
- 35. Holistic Model Seeing Hearing Speaking Literacy to come later Come before Writing
- 36. Self-reliant model Children to learn from things in their environment Children should be taught a useful vocation A means to cultivate their mental, physical and spiritual facilities Economic calculations in connection with education were not unethical
- 37. Gandhi and education Adult education Important to empower every adult Indian, especially Harijans and women Vocational education Literacy Political education
- 39. Vernacular and not English Strengthens Identity Vocational Education
- 40. Music In rhythm there is order and discipline
- 41. Vidya Bhawan Society’s Basic School
- 42. Question What would be the purpose of education if it left us without a sense of identity, discipline, balance and rhythm?
- 43. Thank you
- 44. SABARMATI KAY SANT De di hamein aazaadi bina khadg bina dhaal Sabarmati ke sant tune kar diya kamaal Aandhi mein bhi jalti rahi Gandhi teri mashaal Sabarmati ke sant tune kar diya kamaal De di... Dharti pe ladi tune ajab dhang ki ladaai Daagi na kahin top na bandook chalaai Dushman ke kile par bhi na ki tune chadhaai Wah re fakir khoob karamaat dikhaai Chutki mein dushmanon ko diya desh se nikaal Sabarmati ke sant tune kar diya kamaal De di... Raghupati Raghav Raja Ram Freedom without the sword or the shield O Saint of the Sabarmati, what a wonder! Your torch burned even in the storm O Saint of the Sabarmati, what a wonder! Of a strange kind was your battle No canons nor guns did you fire! Nor did you attack the enemy's fortresses O Magician, amazing is your magic The enemy left in a trice O Saint of the Sabarmati, what a wonder!
- 45. SABARMATI KAY SANT Shatranj bichha kar yahan baitha tha zamaana Lagta tha ki mushkil hai firangi ko haraana Takkar thi bade zor ki dushman bhi tha taana Par tu bhi tha bapu bada ustaad puraana Maara vo kas ke daanv ki ulti sabhi ki chaal Sabarmati ke sant tune kar diya kamaal Jab jab tera bigul bajaa, javaan chal pade Mazdoor chal pade the aur kisaan chal pade Hindu va musalman, sikh, pathan chal pade Kadmon pe teri koti-koti praan chal pade Phoolon ki sej chhodke daude The world played a game of chess Hard it seemed to defeat the outsider An immense clash with a tough enemy But you, Father, were a seasoned expert You way spoiled all their calculations O Saint of the Sabarmati... Soldiers answered your every call As did the Laborers, as did the farmers Hindus, Muslims, Sikhs and Pathans Countless lives joined you on your journey Leaving his flowery throne, Nehru too followed
- 46. Gandhi as a Social Reformer: Untouchability Abhishek Bapna, Management Science and Engineering
- 47. 1934-Collecting money for Harijan Fund at Bhavnagar
- 48. 1934 - With Harijan Children
- 49. 1940 - At a Harijan Marriage in Sevagram
- 50. 1944 - Collecting Money for Harijan Fund in Pune
- 51. GANDHI AND Dr. KING Brandon Hunter Martin Luther King Jr. Papers Project Stanford University
- 52. Teri Awaaz pe koi naa aaye, to phir chal akela re If no one heeds your call, then go on alone
- 53. Teri Awaaz pe koi naa aaye, to phir chal akela re If no one heeds your call, then go on alone
- 54. Phir chal akela, chal akela, chal akela, chal akela re Go on alone, go on alone, go on alone, Go on alone
- 55. Teri Awaaz pe koi naa aaye, to phir chal akela re If no one heeds your call, then go on alone
- 56. Yadi koi bhi na boley If no one speaks up
- 57. Orey orey O Obhaage, Koi bhi na boley O Unfortunate One, if no one speaks up
- 58. Yadi sabhi mukh mod rahe, Sab dara karein If all have turned their face away and are fearful
- 59. Yadi sabhi mukh mod rahe, Sab dara karein If all have turned their face away and are fearful
- 60. Tab darey bina, O tu mukt kanth apni baath, Keh akela re Then, open your heart, and speak your mind on your own
- 61. Teri Awaaz pe koi naa aaye, to phir chal akela re If no one heeds your call, then go on alone
- 62. Yadi laut jayien sabhi If all are leaving you
- 63. Orey orey O Obhaage, laut jayien sabhi O Unfortunate One, if all are leaving you
- 64. Yadi gahan dagar chale dekhein, Mudh ke na koi As they leave, if no one even glances back
- 65. Yadi gahan dagar chale dekhein, Mudh ke na koi As they leave, if no one even glances back
- 66. Tab kantakon ko, O tu rakt range charan tale, Dal akela re Then with blood-soaked feet, Trample the thorns & move on
- 67. Teri Awaaz pe koi naa aaye, to phir chal akela re If no one heeds your call, then go on alone
- 68. Yadi deep na jale If the flame does not hold
- 69. Orey orey O Obhaage, Deep na jale O Unfortunate one, if the flame does not hold
- 70. Yadi jhara aandhi raat mein, ghar band sab karein If on a stormy night, all have shut their doors to you
- 71. Yadi jhara aandhi raat mein, ghar band sab karein If on a stormy night, all have shut their doors to you
- 72. Tab vajra skihka, se tu apni asthi jalaa aur jal akela re Then, let the lightning set your breastbone ablaze & shine on alone
- 73. Teri Awaaz pe koi naa aaye, to phir chal akela re If no one heeds your call, then go on alone
- 74. Phir chal akela, chal akela, chal akela, chal akela re Go on alone, go on alone, go on alone, Go on alone
- 75. Teri Awaaz pe koi naa aaye, to phir chal akela re If no one heeds your call, then go on alone
- 76. GANDHI AND CHRISTIANITY Douglas McKinnon
- 77. The Legacy of Gandhi By Somik Raha
- 78. The Legacy of Gandhi RELEVANCE PLEASE QUESTION ALL IDEAS FORM YOUR OWN OPINIONS
- 79. KHAN ABDUL GAFFAR KHAN a.k.a. FRONTIER GANDHI 1890-1988
- 80. Non-violence is a power which can be wielded equally by all children, young men and women or grown-up people Mahatma Gandhi
- 81. Turn the Other Cheek Gandhi and C. F. Andrews
- 82. The Least Common Denominator (LCD) Syndrome What does it look like? Why is it a problem? What can we do to overcome it?
- 83. Today’s world
- 85. Roots of Gandhi’s Non-Violence “Only that person attains Me who has no enmity to anyone” Bhagvad Gita – Chap 11, Verse 55
- 86. Roots of Gandhi’s Non-Violence “He who is the same towards friend and foe, and so also in honor and dishonor; who is the same under cold, heat, happiness and sorrow, who is free from attachment to everything, such a one is dear to me.” Bhagvad Gita – Chap 12, Verse 18
- 87. Gandhi had no hatred for the British and he still fought them hard.
- 88. Gandhi’s Life Message “Fight without a sense of enmity or retribution, and only because it is your duty”
- 89. Between violence and cowardly flight, I can only prefer violence to cowardice Mahatma Gandhi
- 90. The Mind-Action Continuum Bravest: Non-violent mind and action Brave: Non-violent mind, Violent action Coward: Violent mind, Non-violent action Deluded Coward: Violent mind, Violent action
- 91. Non-Violence …Of the mind first and then the body
- 92. Visibility …If I can’t see you in pain, you’re not in pain.
- 93. Visibility …Make the pain visible. Make the injustice visible…
- 94. Visibility Research on Roots of Empathy in Management literature now validates the importance of visibility
- 95. Sticky Ideas Create ideas that stick CHARKHA: The Spinning Wheel CIVIL DISOBEDIENCE NON-COOPERATION
- 96. PLURALISM THE LCD SYNDROME NON-VIOLENCE THE MIND-ACTION CONTINUUM NON-VIOLENT ACTION VISIBILITY & STICKY IDEAS
- 97. We owe it to ourselves.. To seek the truth in all that we do To hate none, however we may act To try non-violence in our actions To condemn the crime and not the criminal To make injustice visible To ethically articulate To act with courage
- 98. Prof. RONALD HOWARD Non-Coercion: Constructing Non-Violent Societies
Editor's Notes
- Aarti Jan 31, 1948 Today, we have a collection of songs and speeches in memory and celebration of Ganshiji’s life and philosophy which have not only influenced the way people view justice and mankind, but has cross culturally influenced social movements throughout the world.
- Aman Mohandas Karmachand Gandhi was born in Porbandar, Gujarat on October 2, 1869. Growing up, Mohandas Gandhi was deeply inspired by the story of Shravan Kumar, who carryied his blind parents on his shoulders to fulfill their last wishes. He aspired to the same level of service for his own parents. His education was in Gujarati initially after which he started learning English.
- AartiArrived in London on September 4, 1888, at the age of 19 to study law at University College in London. In England, he was exposed to the New Testament and revered its teachings as well as those of Buddha and Shamal Bhatt, a Gujarati poet. The idea of “turning the other cheek” particularly captivated him.
- Aarti When Gandhi first appeared in court wearing a head covering, he was forced to remove it. He began to think of his identity in the context of where he was practicing.
- Aarti In South Africa, Gandhi is kicked out of a train at Pietersmaritzburg as Indians are not allowed to travel in first class compartments. This is inspite of having a valid ticket. Therein begins Gandhi’s tremendous journey to fight for the rights of the underprivileged.
- Aarti Gandhi’s weapon against the injustice was Satyagraha, meaning truthful or peaceful request. He first used it in South Africa to protest against the apartheid. Among other things, Indians were required to register and their marriages as such were annulled and not recognized by the government.
- Aarti This is the transition Gandhi made in both appearance and identity.
- Aman In 1915, he received a hero’s welcome at Apollo Bunder in Bombay. The same year he founded the Sabarmati Ashram in Gujrat where he lived till 1933. Gandhi once defined an ashram as "group life lived in a religious spirit“. The ideals embraced here were truth, non-violence, chastity, to eradicate untouchability, to do physical labour and to practise fearlessness. He launched his first public campaign, “the champaran stayagrah” in 1917 from the ashram.
- Aman At the same time he did not consider it fair to oppose the British when they were in trouble.
- Aman In 1920, Gandhi led the first campaign in modern India’s freedom struggle, the Non-Coperation movement. In Feb. 1922, he called it off after violence in an incident in Chauri Chaura, where a police station was torched and all members within were burnt alive by an angry mob. He said India was not ready to be free with his path of non-violence.
- Aman On Jan 26th, 1930, along with Gandhi the nation made the Declaration of Complete Independence. 20 years later, Indian became a republic with the adoption of its constitution, which was delayed to commemorate this day. With this the nation launched its agitation again. This time, no protestors turned violent – they all remembered how and why Gandhi had called off the movement 10 years back.
- Aarti The Salt March at Dandi, on March 12, 1930, shook the British Empire. Gandhi refused to pay the salt tax to the British and showed people an alternative way to create salt – from the sea. After the movement, Gandhi went to London in 1931 to attend the Round Table Conference, where he won the heart of the British. This is a clip of his welcome in Britain.
- Aarti Labeled untouchables “harijans” or “The People of God,” and worked aggressively to reform their status. He emphasized social reform within the country. He urged Indians to not only examine injustices they were facing from outside, but also the ones they were perpetrating themselves.
- Aarti In accordance with his philosophy of nonviolence, Gandhi did not support the British government’s drafting of Indians into World War II. In March of 1942, he launched his third and decisive campaign against the British called the “Quit India” movement. The following clip depicts the critical events that shaped the history of the Indian subcontinent.
- Aman
- I am beginning my presentation with this very famous quotation, primarily to underline the basis for Gandhi’s philosophy of education – the pursuit of truth and one’s identity – as also the context in which this philosophy grew. The context was one of colonial rule. Gandhi worried that colonial rule was robbing Indians – rich and poor – of their identity as Indians, and thereby their sense of confidence and pride in their motherland. He saw education as a means to develop the mind, spirit and body of a person.
- Gandhi equated truth with reality – and this meant that education would have to be real and something every Indian found useful and could relate to. It was not something that could be borrowed from afar. As he once said of English literature, “ the nobility of its literature cannot avail the Indian nation any more than the temperate climate or scenery of England can avail her. India has to flourish in her own climate and scenery and literature, even though all the three may be inferior to the English climate, scenery and literature.” With the benefit of hindsight, some of you might have a different opinion of this today – but you will do well to bear in mind the context in which it was written – and the important role this philosophy played in uniting Indians in their struggle for Independence.
- Gandhi’s main concern was with educating the mass of illiterate Indians. Independent India could not be seeped in illiteracy and ignorance. Note, in the 1920s, over 80 per cent of India’s population was illiterate. Gandhi’s vision of education was therefore a vision for all Indians, children and adults. His Nai Talim – which translates to New Training or New Method – visualized a form of education that Indians could live by and be enriched by, physically, spiritually and mentally.
- For Gandhi, education was not mere literacy. Education was as much about the mind as it was about the body and the spirit. Unless the three were in harmony, the natural potential for the child to develop would be thwarted. Gandhi gave great importance to the introduction of crafts in the school curriculum. This was prompted by two considerations: first he had a high regard for the creative skills involved in producing artistic objects. Second, he felt that the sale of such objects produced by the school might help make the school self-supporting. This was important for Gandhi primarily because it was revenue from the liquor tax that was being used by the colonial government to fund education. And of course, it would give the child a life-long vocation and protect him/ her from unemployment.
- For Gandhi, education was not mere literacy. Education was as much about the mind as it was about the body and the spirit. Unless the three were in harmony, the natural potential for the child to develop would be thwarted. Gandhi gave great importance to the introduction of crafts in the school curriculum. This was prompted by two considerations: first he had a high regard for the creative skills involved in producing artistic objects. Second, he felt that the sale of such objects produced by the school might help make the school self-supporting. This was important for Gandhi primarily because it was revenue from the liquor tax that was being used by the colonial government to fund education. And of course, it would give the child a life-long vocation and protect him/ her from unemployment.
- For Gandhi, education was not mere literacy. Education was as much about the mind as it was about the body and the spirit. Unless the three were in harmony, the natural potential for the child to develop would be thwarted. Gandhi gave great importance to the introduction of crafts in the school curriculum. This was prompted by two considerations: first he had a high regard for the creative skills involved in producing artistic objects. Second, he felt that the sale of such objects produced by the school might help make the school self-supporting. This was important for Gandhi primarily because it was revenue from the liquor tax that was being used by the colonial government to fund education. And of course, it would give the child a life-long vocation and protect him/ her from unemployment.
- Today, many of Gandhi’s insights remain valuable and continue to influence educational innovations