Tuesday 7 November 2017

LESSONS FROM 'THE DREAM' OF MARTIN LUTHER KING Jr.

 LESSONS FROM 'THE DREAM' OF
MARTIN LUTHER KING Jr.
-         Dr.N.RADHAKRISHNAN

I have a dream that one day on the red hills of Georgia,  sons of former slaves and sons of former slaves owners will be able to sit down together at the table of brotherhood…. I have a dream my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today (Martin Luther King Jr., August 28, 1963).
      This speech of Martin Luther King Jr electrified
virtually not only those who listened and applauded him but those who read this later and even those who heard about it. It had such passion and power that humanity had seldom seen such an out-pouring of emotion. This historic speech and the marching song, 'We shall overcome, We shall overcome, some day' continue to inspire freedom fighters and human rights activists all over the world. Martin Luther King Jr inspires as one of the immortal leaders of humanity and has emerged as a living presence in the daily lives of both those who are able and unable to have a 'Dream'.
  This speech which has become one of the inspiring
speeches ever delivered could be described by no stretch of imagination as sketching of a Utopian picture. He stressed that "the word nonviolence' is no longer an option for intellectual analysis; it is an imperative of action".
Parallels in Gandhi and King
What King said about Gandhi offers very valuable insights in to his understanding of Gandhi. He wrote,
     Gandhi was probably the first person in history to lift
the love ethic of Jesus above mere interaction between individuals to a powerful and effective social force on a large scale, Love for Gandhi was a potent instrument for social and collective transformation. It was in this Gandhian emphasis on love and nonviolence that I discovered the method for social reform that I had been seeking for so many months.

        The intellectual and moral satisfaction that I failed to
gain from the utilitarianism of Bentham and Mill, the revolutionary methods of Marx and Lenin, the social contract theory of Hobbes, the 'back to nature' optimism of Rousseau, and the superman philosophy of Nietzsche, I found in the nonviolent resistance philosophy of Gandhi. I came to feel that this was the only morally and practically sound method open to oppressed people in their struggle for freedom.
Homer A. Jack pointed out certain obvious parallels
in the lives of Mohandas Karamchand Gandhi and Martin Luther King, Jr. during the birth centenary of Gandhi in 1969. Jack is a famous American Quaker and peace activist. He argues that both Gandhi and King were well educated. Both married and had four children (all sons for Gandhi, two for King). Both led large political movements, using the method of Satyagraha. Both held no public office, yet both exerted more power and gained more adulation than most elected statesmen of their time. Both were charismatic. Votaries of nonviolence, both ironically, died by the bullet. Both were acknowledged in death, and even in life, as the greatest humanitarians of their time. The world truly grieved at the passing of both. Both died in the very midst of their work for harmony and amity, both feeling a sense of disappointment and not of victory.
There are more resonances in the lives of Gandhi and
King. Gandhi was an Asian, although he spent two decades in Africa. He never visited America. King was born in 20 century. They never met and they never corresponded. They had mutual friends, including Stuart Nelson and Amiya Chakravarty, although Gandhi never knew about the existence of King. , who was 20 when Gandhi died. Gandhi was a Hindu and King was a Christian. Gandhi was a lawyer and King was a clergyman. Gandhi lived to 78 years; King died 39. Gandhi was the leader of the majority of his nation; King was the leader of a minority. Gandhi was revered the world over, yet only King received the Nobel Prize. While neither man had a successor, Gandhi had groomed none. A decade later, Vinoba Bhave emerged as a kind of spiritual successor to Gandhi. King had provided for succession in the office of president of the Southern Christian Leadership conference, and Dr. Ralph David Abernathy immediately assumed the presidency on King's
death.
      It may also be remembered how Gandhi learned
deeply from life around him. He learned from books and from the teachings of others. He learned chiefly from his parents and thinkers and writers such as Ruskin, Thoreau and Tolstoy. He was modest enough to admit that he had nothing new to teach; truth and nonviolence are as old as the hills, he said. The difference was the manner in which he interpreted his own life which, he realized, was inescapably linked to the countless lives of men and women not only around him but elsewhere also.
Among the several attributes Gandhi acquired from
his various encounters with reality were his unflinching adherence to truth, his unshakable faith in God and his opposition to social or political structures which militate against basic human rights. In a sense, from the moment he resolved to travel across the seas in defiance of the excommunication threat by his own community to the last days of his life when he opposed the physical frisking of
those attending his prayer functions. Gandhi's epic life was one of a rebel who was prepared to suffer for others.
  Let it also be remembered that until recently, there
was a law in the statute books of 19 states in the United States which said that black could not marry white folks. King rebelled against this and other forms of segregation and injustice, just as Gandhi taught Indians in South Africa how to fight, politely and in a civilized way, restrictions like Indians and dogs are not allowed in restaurants and parks in South Africa. Gandhi and King are in good company in this respect also.
       If Gandhi demonstrated the infinite frontiers of
"freedom from fear" and stressed the importance of religion in everyday life, King amplified the power of human will to rise in revolt against unjust man-made barriers which denied fellow human beings their inalienable right to live in peace, with dignity and honour.
A deeper study of King would offer anyone further
valuable insights and encourage him to look at King as one of the foremost champions of human rights. Gandhi and King are complementary in several respects; both have influenced a large number of eminent men and women in different parts of the world. President Ikeda says about Gandhi and King:
       "Armed only with an unyielding faith in the power of
dialogue, Gandhi and King awakened people to the sublime dignity of their own lives, as well as the lives of others. In this way they worked to construct a spreading solidarity of peace and non-violence, one person at a time. The struggle waged by these two prophets of peace clearly demonstrates the path forward as we seek to create a world free from war and violence in the 21st century."
Very few analysts of Gandhi and King have viewed
the epic lives and gigantic achievements of these two prophets of peace and change from this extremely humanistic angle, as Ikeda has done. The achievements of both Gandhi and King are all-encompassing, and to take them further in an idiom and language that suits the temper of the people and the emerging political, cultural, economic and social situation requires the extraordinary power of a visionary. His roots must be fixed in tradition, but his understanding of the validity of tradition will have to be equal to his understanding of present-day life that is regulated by science and technology. While Gandhi was not against science and technology perse, he was suspicious of the way science and technology was used by vested interests to exploit human labor and perpetrate their domination over the underprivileged.
The remarkable line of communication that Gandhi
and King established with the masses seems to have inspired Ikeda too in the formulation of strategies for his numerous kosen-rufu campaigns and activities for world peace and awareness creation. Ikeda, like Gandhi and King, is a master in establishing instant communication with the masses. Ikeda's strategies are not copied from any textbook. Communication is a great art. Effortless communication with the masses is a gift. Ikeda revealed exceptional qualities as a communicator. In an age of cell phones, e-mail, internet and fax, when impersonal and mechanical devices dominate and control the entire gamut of the communication process, the social reformer, moral activist, religious and political activist find ways to create bonds with people and establish credible lines of communication of his message reach their hearts.

Nonviolence acquires new contours
King's passionate intensity and total involvement in
the cause he had identified, electrifying a generation of freedom-loving but justice-denied citizens who rallied behind him enthusiastically, opened the vast potential of social and political initiatives. With Gandhi and King, nonviolence particularly has come to be recognized as a significant and dependable way for groups, communities and whole societies to effectively tackle conflicts. Gandhi and King's various initiatives led the public to realize there are many new dimensions to resolving conflicts nonviolently. With Gandhi and King, nonviolence acquired new contours; it became a positive, creative, potent and effective instrument of individual empowerment and societal transformation.
    Great men radiate greatness just as iridium emits
light. Their creative minds absorb hidden or latent aspects of society and adapt them for the welfare of all people. This has been happening all the time. While Gandhi successfully grafted traditional wisdom to create new non-violent techniques, King adapted the Gandhian techniques of social and political mobilization in a new idiom and phrase to suit the temperament and aspirations of Black Americans. Gandhi provided the frame and King expanded it. King's philosophy and methods were so effective that he convinced both the white and the black population that violence was not a valid means of solving social problems. In this process, he emerged as the fountain-head of resolute determination as revealed in the marching song, 'we shall overcome... ' The translation of the song into most of the world's languages and the adoption of King's methods for conflict resolution are proof of the growing influences of King on humanity.
            King also concentrated his efforts on educating the
African Americans to shed their fear and share his "Dream." Both Gandhi and King adopted methods and strategies that not only attracted the attention and acceptance of a large section of people who were perceived to be in the "other group" but also involved "others" who were not originally part of the campaigns. Actually, their movements had no adversaries. or "enemies."
Theirs were essentially movements of self-discovery
and empowerment, leading to liberation and, thus, both Gandhi and King were essentially liberators. Gandhian initiatives attracted world-wide attention as various movements for freedom and human rights spread after World War II. King acknowledged his indebtedness to Gandhi, as Johan Galtung pointed out:
"There are many Gandhians, not only those who can be found in the historical Gandhi, by interpreting him in different directions, There are also local Gandhians on all continents, in all countries. Some of them have a name; most of them are unknown. There are traditions on which to be built."
    The conferment of the Nobel Peace Prize on King
signified both recognition of his electrifying leadership qualities and an admission by the international community of the injustice done to a large segment of African Americans and other groups. In a sense, though King's initiatives were local, the impact was global.
   In sharp contrast to both Gandhi and King, Ikeda
gradually expanded his activities and campaigns from Japan. The launch of world-wide kosen-rufu witnessed a new style and a new leadership. What Ikeda said about Gandhi and King truly applies to his own self:
"They (Gandhi and King) believed ceaselessly in the
capacities for good that reside in the human spirit. They uncovered and discovered the capacity for good in all people, equally and without exception. Committed first and foremost to the inner transformation of the individual, they worked with vibrant energy to inspire people to bring forth their very highest, their most noble potential."
Conscience of his generation
Calling Martin Luther King Jr. "the conscience of his
generation" US President Carter said, He made our nation stronger because he made it better.
Honored by kings, he continued to his last days to strive for a world where the poorest and humblest among us could enjoy the fulfillment of the promises of our founding fathers.
His life informed us; his dreams sustain us yet.
Martin Luther King Jr. was a leader who led from the front and he taught many lessons not only those who followed him but also to those who opposed him. Vincent Harding's assessment of King's contribution sums up the extra ordinary leadership qualities of the slain leader,
"King lives ... we saw him facing the tanks in Tiananmen Square, dancing on the crumbling wall of Berlin, singing in Prague, alive in the glistening eyes of Nelson Mandela... he lives within us, right here, wherever his message is expanded and carried out in our daily lives, wherever his unfinished battles are taken up by our hands." (Vincent Harding, Martin Luther King, The Inconvenient Hero (Maryknoll, NY: Orbis Books, 1996) p. 136)
True Leadership
     King's life, though it was short, illustrated
eloquently what is true leadership. He learned rapidly and turned out to be not only a great leader, but a true leader- one whom most people followed easily, willingly and passionately as Donald T. Phillips described.
While describing what exactly is true leadership and
how does it differ from management or dictatorship Phillips quotes James MacGregor Bums, the author of the landmark book, Leadership:
   Leadership is leaders acting - as well as caring, inspiring
and persuading others to act-for certain shared goals that represent the values-the wants and needs, the aspirations and expectations--of themselves and the people they represent. And the genius of leadership lies in the manner in which leaders care about, visualize, and act on their own and their followers' values and motivations. (P23)

King himself said the following on leadership

The road map for your movement may change, but your final destination should remain the same.
Your organization will prosper or die as a result of your ability to create, embody, and communicate a vision.
An effective vision may provide an effective mechanism that can truly overcome the natural human tendency to resist change.
Leadership is more inspiration than administration.
People derive inspiration from their involvement.
You can't get people to resend to anything if they aren't stimulated.
Tie your vision to the human desire for a better tomorrow.
Call your vision "a dream". It will be more meaningful, more simplistic, and more symbolic.
Make sure your dream taps into the emotions of the people.
Your role, in part, is to guide and give direction and philosophical under building to your movement.
If you can't stop for an average person in your organization, then you don't need to pursue your lofty goals.
Tell the people that you either go up together, or you go down together.
The question is not "What will happen to you?" The question is "What will happen to them?" (Donald T. Phillips, Page No: 330)
Beloved Community
  Creation of the beloved community was the core of
the Dream of King. Bernard LaFyette Jr, a colleague of King and David C. Jehnsen 'a Kingian trainer' have summed up the salient features of the Beloved Community dream of King as follows:

1. The goal is not to humiliate the opponent but to win the opponent over to a new view and new pattern of behavior. Every human being can contribute to change.
2. The concept of the Beloved Community appeals to the common denominator of justice, that which everyone can agree is right or wrong in a particular situation.
3. In nonviolent campaigns, Dr.King identified two dimensions: first, the educational and developmental period; and second, the political and more visible direct action phase. However, now we understand that these phases were aspects of a large context that also had two phases; the first dealt with correcting injustice and the
second with producing as positive force in society to prevent the problem from ever re-occurring.
4. Through history, the Beloved Community was always the over-arching goal. For example, Tolstoy wrote that the Kingdom of God is within you. Other faiths and traditions have described a state in which the hearts and souls of those who seek change and use nonviolence to achieve change.
5. The Beloved Community concept means that we must begin living now as we think society ought to live in the future.
6. Dr. King used the scriptural phrase "the word became flesh and dwells among men" to describe the concept. The living word governs our relationship[s, including those with our opponents.
7. The "ends and means" issue is dealt with by this principle. You cannot achieve just ends by unjust means, nor can you use just means for achieving unjust ends.
8. We cannot write off persons as scapegoats for whatever reasons; they might have something significant to contribute. They did not create the problem. The opponent is also a victim of the conditions.
9. The values of the Beloved Community are the values of our history and tradition. Dr. King was effective because he believed in the democratic Judeo-Christian values of our nation and in the universal values of a free and just social order.
10. The Beloved Community, a framework for developing framework for developing the future, is a context in which one can deal effectively with unjust conditions.


(The above assessment  is excerpted from the 2nd chapter of Ikeda Study Series-3 ‘Leadership Lessons From Gandhi, King Jr & Ikeda’ by Dr.N.Radhakrishnan).

Sunday 5 November 2017

.: Children as torch-bearers of peace and harmony

.: Children as torch-bearers of peace and harmony: Children as torch-bearers of peace and harmony (Dialogue of the Peace Gong (Bhopal) with Prof N Radhakrishnan) A team of students  l...

Children as torch-bearers of peace and harmony

Children as torch-bearers of peace and harmony
(Dialogue of the Peace Gong (Bhopal) with Prof N Radhakrishnan)

A team of students  led by Kanupriya Gupta (Class XII) and the National Editor of the Peace Gong put together the following perspectives  and questions to me recently. Other members of the team include: Gurnihal Singh (Class XII), Prachi Lavania (Class XI), Siddharth Jain (Class XII), Kavya Singh (Class XII), Simran Gupta (Class XII) & Saurab Yadav (Class XII).
Question: Mahatma Gandhi had said, "If we are to teach real peace in this world, and if we are to carry on a real war against war, we shall have to begin with the children." In today’s world we are witness to conflicts across a large number of societies. Children are worst sufferers in all these conflicts. Right from being victims of violence, they are likely to lose their kith and kin, they could face food shortages and violence could hamper their education. But globally we find very few examples of children getting opportunities to contribute to peace-building. In the context of Mahatma Gandhi’s views, how we can have a global movement for children contributing to peace?
Radhakrishnan : Children as Ambassadors of goodwill and harmony can play probably a very effective role in bringing together  elders and youth to help them reflect on the importance of dialoguing, which of course does not happen now. Many elders do not envision any role for  children beyond their homes and schools and childhood is reserved as a  period of study and study alone.
It is a good thing that many elders recognise now that children can facilitate dialogue even in their homes, schools they  study and the world outside they have to grow  provided elders are prepared to recognise their potentials and encourage them. Peace-building in fact begins at the level of individuals and in man-making (womanmaking) children have a very significant role to play. Let us not forget what the English poet Wordsworth said: “Child is the Father of Man”.
Question: The  Manifesto 2000 of UNESCO for the International Year of the Culture of Peace a) Respect all life; b) Reject violence; c) Share with others; d) Listen to understand; e) Preserve the planet; and f) Rediscover solidarity. These are important traits for children to imbibe to be peacebuilders. However, in our daily lives, we tend to forget these traits. Many of the root causes of conflicts arise when we start believing that we are superior and are egoistic, we believe that violence is the only solution to our problems and are not ready to listen to others point of view. In the midst of conflicts when parties are ready to kill each other to establish supremacy, how do we work to ensure children imbibe these traits to contribute to conflict resolution?

Radhakrishnan: It all depends on our view of life and the  role every individual has to play in knitting society together as a viable instrument of peace.The Unesco’s gentle , at the same time pithy reminder, that war/confict originates in the minds of men and hence , defences of peace are to be constructed right in the minds, seems to have been forgotten by humanity. The Culture of Peace Programmes  for some time rekindled visions of a unified and peaceful world and highlighted the values you have referred to in your question.
It all depends on whether we take these things beyond points of discussion and debate.
How do we inculcate these values which in turn have to percolate into the hearts and minds of every individual so that as the Buddhist view of ” the cosmic oneness” and “interconnectivity” of Nature and Man and the entire universe is translated into  the life of everyone becomes an article of faith and practice in day-to-day life.

Question:Gurudev Rabindranath Tagore had said civilization fails when it maintains entrenched inequalities and ignores the need for inclusive social transformations. He said, “No great civilization is possible in a country divided by the constant interruption of steep mountains, as they retard the natural flow of communication. Large fortunes and luxurious living, like the mountains, form high walls of segregation. They produce worse divisions in society than physical barriers.” Inequalities and lack of justice result in conflicts. Every day we read and listen to serious conflicts from different parts of the world. Can there be any role for children to challenge these inequalities and contribute in addressing the divisions in the society.

Radhakrishnan: Good question. You should also know that children can be  very  good teachers, teachers not in the classroom situation but in influencing elders. You might have noticed how Gurudev Tagore subtly wove into his experiments a pattern of learning through loving each other which should positively begin loving nature and all what the plentiful nature has preserved for us.
I have a chidren’s campus where arts,crafts,music,dance,lullabies,creative dramatics, music and dance,games and all that interests children are woven into the matrix of their day-to-day activities.
It is now a 50 year old  experiment initiated by two great Gandhian  theatre activists. A Children’s Theatre for value Creation and in the Art of Growing up.
You will be surprised to know how adults  in the village learn from these children and how many social evils and individual corrupting habits were given up gradually by the elders. It is a remarkable experiment and I welcome you to visit this village and spend your holidays here. It is 20 kilometers north of Trivandrum city.Iam certain you will enjoy your stay here.
Question: In our daily lives we find that conflicts take place when we are not able to contain our anger and aggressiveness. There are number of instances when children are found hitting each other in a bout of anger. Also there are instances when children heap abuses at each to resolve conflicts. Many times our teachers and parents tell us not to be angry, hit each other or restrain from using abuses. This may work sometimes. What in your views are the most practical approaches to imbibe in children are the art of anger management, practice use of nonviolent words, and be ready to speak to each other rather that resorting to violent confrontation.
Radhakrishnan: To a large number of children their role models are either parents, teachers, film/sports icons. But in their daily lives they are more influenced by their parents and teachers.These two categories very often can make or unmake the character of a large number of young ones.
What I do in my anger management sessions with children is to initiate them into  a series of yoga,meditation,tension-lessening exercises,involve them in creative dramatics and role-play and poetry recitation.
I have a feeling that the adult community in their anxiety to shape the lives of their children  in their own image or larger than their image unknowingly contribute the growth of unnecessary tension in the children both academically and otherwise.
The children are force-fed much more than what they can chew and digest. We need to change this attitude effectively.
What do we do to help our children laugh and be merry. Seldom do we do enough to help the chid to discover himself/herself.We are denying our chidren their childhood.
The biggest question is: How do we give our children their childhood back?

Question: Mahatma Gandhi had said, “To be true to my faith, therefore, I may not write in anger or malice. I may not write idly. I may not write merely to excite passion. The reader can have no idea of the restraint I have to exercise from week to week in the choice of topics and my vocabulary. It is training for me. It enables me to peep into myself and make discoveries of my weaknesses.” Further Daisaku Ikeda has suggested three principles and guidelines for communication: (1) exchange among civilizations as a source of value creation; (2) a spirit of open dialogue; and (3) the creation of a culture of peace through education. Further the Preamble to the Constitution of UNESCO underlines, “Since war begins in the minds of men, it is in the minds of men that defences of peace must be constructed.” In the backdrop of the nature of the media today, an individual is exposed to variety of media messages in daily life. Many of these are violent. Violent communication result is conflicts. It is important to imbibe and practice nonviolent communication. What should be our strategy to teach children the art of nonviolent communication right from childhood?
Radhakrishnan: Can we help to make each home into a value creating zones first? What values do we communicate to our children who watch and learn from us silently and without our knowledge? It is very important that each of us has to become a value creator first.
 You are right, the heroic role the SGI President Dr Daisaku Ikeda has been playing very effectively by highlighting the role of Dialogue in value Creation needs to be highlighted as a significant example.
Question: Eminent Gandhian environmentalist, Dr Vandana Shiva has talked on the essence of mutual co-existence, “We are all members of the earth family, interconnected through the planet’s fragile web of life. We all have duty to live a manner that protects the earth’s ecological processes, and the rights and welfare of all species and all people. No humans have the right to encroach on the ecological space of other species and other people, or to treat them with cruelty and violence.” Imbibing the essence of mutual co-existence is important for children for global sustainable development. But most children today are materialists, they want more of everything. What needs to be done to ensure that children take the lead globally on the significance of mutual co-existence?
Radhakrishnan: the lessons of co-existence can be highlighted and transmitted effectively by encouraging children to work together in community activities so that they will realise the magic of hands and learn from joy of working together as the Father of Indian Nation highlighted.
Question: The Guiding Principles of the Peace Gong underlines our commitment to bring together young people to work for peace, “Let every dream become Martin Luther King’s dream, let every step towards peace become Mahatma Gandhi’s Salt March and let every obstacle in your path become Nelson Mandela’s painful twenty-seven years in prison. Promise yourself that you will contribute your best to make the phenomenon of violence outdated, promise yourself that you will try to motivate your friends to walk on the path of nonviolence.”  This was articulated by one of our former Peace Gong child reporters. How do you think we can reach out to other young people across the country and abroad for a global movement of ‘Children as Peacebuilders’? How can we work with peace scholars like you and others around the world so that are able to initiate an intergenerational movement for a global nonviolent world?   

 Radhakrishnan:  Childern can definitely play very positive and effective role as bridges of good will and harmony and emerge harbingers of hope and change if only the adult world recognises the truth that the future belongs to the children and the adults should resile from the futile exercise of shaping children into their images . 

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            PmXn hnNmchpw PmXn ]cnKW\Ifpw A{]Xy£amIp¶Xn\p ]Icw PmXnbpsS t]cnepÅ ]oU\§fpw tNÀXncnhpw A{Ia§fpw sIme]mXI§fpw kmaqly _lnjvIcWhpw Iq« _emÂkwLhpw Ct¸mgpw \S¡p¶Xmbn ]{Xam[ya§Ä km£ys¸Sp¯p¶p. CXv ZpJIchpamWv.
CtX XpSÀ¶mImw PmXnIfpw PmXnkwLS\Ifpw iànbmÀÖn¨p hcp¶Xp. CXphsc Andbs¸Sm¯ D]PmXnIfpsS t]cnepw kwLS\Ifp­mhp¶p F¶Xv bmYmÀXyw. HcpIme¯v PmXn\nÀ½mÀÖ\¯n\p th­n s]mcpXnb cmjv{Sob]mÀ«nIÄ C¶p PmXnþaXkwLS\IfpsS hàm¡fpw kwc£Icpw  Bbn amdp¶p. PmXnbpsS t]cn ]pXnb cmjv{Sob ]mÀ«nIÄ Icp¯mÀÖn¨v hcnIbpw sN¿p¶p. hn[nsshhcyw F¶p ]dbs« PmXn{_mÒWcpw AhcpsS Ahm´chn`mK§fpw X§sfbpw ]nt¶m¡ kapZmbambn AwKoIcn¡Wsa¶mhiys¸Sp¶p. PmXnbpsS tae¦n `qjWambn IcpXp¶ Hcp kmaqly cmjv{Sob hyhØ F§s\ cq]s¸«p F¶v At\yjn¡p¶Xv DNnXambncn¡pw.
Ct¸mÄ PmXnIfpsS F®w c­mbncw Ihnbpw. D]PmXnIfptSXv ]Xn\mbnc¯ne[nIw hcpw. F®w C\nbpw IqSm\nSbp­v.
""PmXnIfnÃsbSn ]m¸m, Ipe Xmgv¨ bpbÀ¨IfnÃmbSn ]m¸m'' F¶p ]mSn hn¹h Ihn kp{_aWy`mcXn. kzX{´ C´ybpsS kzcq]s¯]änbpÅ Ihnk¦Â¸w Bbncp¶p Cu hcnIÄ. Hcp ]Sn IqSnIS¶v {io \mcmbWKpcptZhsâ  Hcp PmXn Hcp aXw Hcp ssZhw F¶ Bibw P\{lZb§fn {]Xo£bpsS ]p¯³ \m¼pIÄ P\n¸n¨p.
Hcp PmXn Hcp aXw
            Hcp ssZhw a\pjy\v
            Hcp tbm\nsbmcmImcþ
            samcpt`ZhpanÃnXnÂ
            HcpPmXnbnÂ\n¶tÃm
            ]nd¶oSp¶p k´Xn
            \cPmXnbnsXmÀ¡pt¼mþ
            SfmcpPmXnbnbnepÅXmw.
            \cPmXnbnÂ\n¶s{X
            ]nd¶oSp¶p hn{]\pw
            ]db³Xm\psa¶pÅþ
            X´cw \cPmXnbnÂ
            ]d¨nbnÂ\n¶p ]­p
            ]cmi]almap\n
            ]nd¶padkq{Xn¨
            ap\nssIhÀ¯I\ybnÂ
            CÃ PmXnbnsem¶ps­m
            hÃXpw t`ZsamÀ¡pInÂ
            sNmtÃdpw hyàn`wK¯neþ
            tÃm t`Zancp¶nSpw.

Acphn¸pd¯p Kpcp 1886þ inh{]XnjvT \S¯nbXns\ PmXnhmZnIÄ tNmZywsNbvXp. AXphsc PmXn {_mÒWÀ¡v am{Xta t£{X {]XnjvTbv¡p AhImiap­mbncp¶pÅp. imkv{XXXz§Ä D²cn¨p sIm­v Xsâ \S]Snsb km[qIcn¡m³ Kpcphn\p Ignbpambncp¶p F¦nepw At±lw AXn\v Xp\nªnÃ. KpcptZh³ ]dªXv C{Xam{Xw: "\mw {]XnjvTn¨Xv \½psS inhs\bmWv'. t£{X¨phcn KpcpXs¶ FgpXnh¨p:
            PmXnt`Xw aXtZzjw
            GXpanÃmsX kÀÆcpw
            tkmZctXz\ hmgp¶
            amXrImØm\amWnXv.
            1924þ Beph AssZXm{ia¯n KpcptZhsâ \nÀt±i{]Imcw FgpXnh¨ {]XnÚbn "a\pjyÀ¡v PmXnbnÃ. Ct¸mÄ ImWp¶ a\pjy\nÀ½nXamb PmXnhn`mK¯n\v bmsXmcp AÀ°hpanÃ. A\À°IchpamWv. AXp a\pjycpsS kzmX{´yw XSbp¶p; _p²n \in¸n¡p¶p. AXp \in¡pI Xs¶ thWw' F¶p Kpcp \nÀt±in¨ncp¶p. ]n¡me¯p Kpcp, PmXn tNmZn¡cpXv, ]dbcpXv, hnNmcn¡cpXv F¶p Iev]n¨p.

`mcX¯nsâ ]mcX{´¯n\pw inYneoIcW¯n\pw At[mKXn¡pw ImcWw PmXn F¶ {]Xn`mkamWv.
F´mWv PmXn? AXv F§s\bp­mbn? F´n\pth­n? F¶o tNmZy§Ä¡v D¯cwIn«m³ hnjaamWv. F¶m PmXn Hcp kPohbmYmÀ°yhpamWv.
almIhn hÅt¯mfnsâ "PmXn! lm! \cI¯n \n¶p s]m§nsb¯nb ]mÀXn¶pw ]nimNnsâtb«nse c­£cw' F¶o hcnIÄ {it²bamb hnaÀi\hpamWv
\thm°m\ \mbI³amÀ cwK¯v
\thm°m\ \mbIÀ an¡hcpw PmXn D×qe\w sN¿phm³ th­n t]mcmSnbhcpw i_ZapbÀ¯nbhcmsW¶pw  Ccns¡ kzX{´m\´c `mcX¯n F´p sIm­v P\m[n]Xy {]{Inb PmXnsb D×qe\w sNbvXnÃm? PmXnsb IqSpX kpc£nXam¡pIbpw B[p\nIh¡cn¡s]SpIbpamWv sNbvXncn¡p¶sX¶v kwibnt¡­nbncn¡p¶p. PmXn kwLS\IfpsS F®w Zn\w {]Xn IqSpIbpw cmjv{Sobm[nImc¯n ]¦p]än PmXnbpsS t]cnepÅ hnet]i iàns]Sp¯pIbpw sNbvXp sIm­ncn¡p¶ Hcp ImebfhnemWv \mw C¶v Pohn¡p¶Xv
khÀ®ta[mhnXzw \ne\nÀ¯p¶Xn\pw CXc P\hn`mK§sf ASn¨aÀ¯p¶Xn\pw hÀ®[À½mZnIsf D]m[nbmbn IcpXnb P\hn`mK¯ns\Xnsc amä¯nsâ ]Shmfpambn cwKs¯¯nb \thm°m\ \mbI³amcpsS Hcp henb \nc Xs¶ \ap¡p ImWm. kaql¯n h¶ptNÀ¶ncn¡p¶ D¨o\oNXz§fpw \oXn\ntj[hpsaÃmw D×qe\w sN¿m³ Acbpw Xebpw apdp¡n apt¶m«ph¶ _p²tZh³, almhoc³, i¦cmNmcyÀ, N«¼nkzmanIÄ, \mcmbWKpcp XpS§nb AhXmc]pcpj³·msc \ap¡v \an¡mw.
            PmXnbpsS {]tbmK¯nsâ XpS¡w EtKzZ¯nse (1200þ900 _n.kn.) ]pcpj kqà¯nemsW¶v hnizkn¡s¸Sp¶p. _p²aX¡mcn \n¶mbncn¡mw PmXns¡Xnsc DbÀ¶ BZy shÃphnfn. Bbncw hÀj¯n\p tijw _p²aX¡mÀ PmXnbpambn CSªv kwL¯n\v cq]w \ÂIn. PmXn]cnKW\IfnÃmsX AhnsS FÃmhÀ¡pw {]thi\w \ÂInsb¦nepw PmXn hfcpIbpw imizXamhpIbpw sNbvXp. 12þmw \qäm­nsâ a[y¯n _kh \bn¨ hocssih hn`mKw Z£ntW´ybn PmXnsb tNmZyw sNbvsX¦nepw Imcyamb amä§Ä D­mImsX ASn¨aÀ¯s¸«p.
`àIhnIfpw ]pWymßm¡fpamb tImJsae, chnZmkv, I_oÀ, Xp¡dmw, aoc, P\_mbn F¶nhÀ PmXnhncp² ]mc¼cy¯nsâ hàm¡fmbn 14þmw \qäm­p apXÂBZcn¡s¸«phcp¶p.
tPmXn_m^pse
]Snªmd³ C´ybn tPmXn_m^psebpw At±l¯nsâ kXykwtim[Iv kamPpw iàamb kmaqlnI hnaÀi\hpw shÃphnfnbpw DbÀ¯n: "sXmgn PmXnbp­m¡nÃ, PmXn sXmgnepw \nÀ®bn¡p¶nÃ. Aip²amb tPmen sN¿p¶ HcmÄ Xmgv¶ PmXnbnemIp¶nÃ. CXpt]mseXs¶ Hcp A½bpw Xsâ Ipªnsâ hnkÀÖyw tImcnhr¯nbm¡n F¶ph¨v AhÀ Xmgv¶ ]Snbn F¯p¶nÃ. A\pjvTm\tam tPmentbm {]hr¯ntbm Hcmsfbpw Xmgv¯pIsbm DbÀ¯pIsbm sN¿p¶nÃ' F¶pw ^qse ]dbp¶p

 ]­nX cam_mbn

C´ybnse BZys¯ s^an\nÌv F¶dnbs¸Sp¶ admTm {_mÒWh\nX ]ÞnX cam_mbn; BZn lnµp{]Øm\s¯ \bn¡pIbpw `mcXob ANpXv almk` (C´y³ sXm«pIqSm¯hcpsS ]mÀesaâv) XpS§pIbpw BZy ZenXv tPÀWemb ANpXv XpS§pIbpw sNbvXp
hnthIm\µ³
            hnthIm\µ\pw PmXnk{¼Zmbs¯ hnaÀin¨n«p­v. Hcp hyànbpsS {]hÀ¯nbpsSbpw kzX{´_p²nbpsSbpw iànsb \ntcm[n¡p¶ a\pjy³ \nÀ½n¨ Øm]\ambn hnthIm\µ³ hnaÀin¨p. PmXntbm PmXnbnÃmbvatbm, hÀ¤tam hÀ¤anÃmbvatbm, GXp a\pjyt\m FXp Xctam FXp PmXntbm GXp cmPytam GXp kvYm]\tam Hcp hyànbpsS kzXv{´Nn´sb N§e¡nSp¶p AXns\ ss]imNnIw F¶v A±mlw hnfn¨p A¯cw k{¼Zmbw t]msb aXnbmhp F¶t±lw ]dªp.Nn´bpsSbpw {]hÀ¯nbpsSbpw kzmX{´y¯neqsS am{Xsa HcmÄ¡p t£ahpw hfÀ¨bpw D­mhq F¶t±lw ]dªp.
PmXns¡Xnsc tIcfob \thm°m\ \mbIÀ
A¿¦mfn, A¿¯m³ tKm]me³, Bdm«p]pg thembp[¸Wn¡À, BKam\µ³, A\µXoÀ°³, C.Fw.Fkv.\¼qXncn¸mSv, Ipamc\mim³, Ipcymt¡mkv Genbmkv Nmhd, Ipdp¼³ ssZh¯m³, sI.]n. htÅm³,N«¼nkzmanIÄ, Pn.]n. ]nÅ, Sn.sI. am[h³X, ssX¡mSv A¿m kzman, ]Þnäv sI.]n.Idp¸³, ]chqÀ hn.tIih\mim³, ]ův cma³, ]n. ]Â]p, {_Òm\µ inhtbmKn, a¶¯v ]ß\m`³, kztZim`nam\n cmaIrjvW]nÅ, kn.hn. cma³]nÅ, h¡w A_vZp JmZÀ auehn, hmKv`Sm\µ³,hn.Sn. `«Xcn¸mSv, sshIpWvTkzman, ip`m\µKpcp, {io\mcmbWKpcp, k¿nZv k\mDÃm aJvZn X§Ä, kn.hn.Ipªpcma³, , F¶o alXz¡Ä Abn¯mNcW¯n\pw PmXn¡pw FXnsc tIcf¯nse hnhn[ Øe§fn \S¶ sFXnlmknI kac§fpsS ap³\nc ]SbmfnIfmbncp¶p
KpcphmbqÀ kXym{Klw
tIcf \thm°m\ Ncn{X¯nse Hcp \mgnIIÃmb KpcphmbqÀ kXym{Klw (1931þ32) sXm«pIqSmbva Xo­Â XpS§nb Abn¯mNmc§Ä¡p FXncmbn \S¶ hfsc `e{]Zamb _lpP\ kacambncp¶p. sI. tIf¸³, ]n. IrjvW]nÅ, F.sI.Pn ,kp{_ÒWy³ Xncpap¼v F¶nhcmWv Cu kac¯n\v t\{XXzw \ÂInbXv. sslµht£{X§fn FÃm lnµp¡Ä¡pw {]thi\w \ÂIWw F¶ {]tab¯nsâ ]ÝmXe¯n \S¶ KpcphmbqÀ kXym{Klw Cu hnib¯nte¡v ^e{]Zamb coXnbn P\{i² BIÀin¨p.
            A¶v PmXnhyhkvX Fähpw iàambn \ne\n¶Xv hS¡³ tIcf¯nemWv. ]¿¶qcnse It­ms¯ Hcp s]mXp\nc¯neqsS ASp¯pff t£{X¯n\v Aip²nbp­mIpw F¶ ImcW¯m Xmgv¶PmXn¡msc \S¡m³ A\phZn¨ncp¶nà KpcphmbqÀ kXym{K¯nsâ {]NcWmÀYw tIf¸\pw F.sI.Pn.bpw AS§p¶ kwLw Cu hgnbn IqSn lcnP\§sfbpw Iq«n tLmjbm{X \S¯n. AhÀ tdmUn\p kao]w F¯nbt¸mÄ 200 Hmfw hcp¶ sNdp¸¡mcpw kv{XoIfpw tLmjbm{Xbn ]s¦Sp¯hsc aÀ±n¡m³ XpS§n. kv{XoIÄ De¡ sIm­mWv F.sI.Pn.sbbpw aäpw XÃn¨X¨Xv. F.sI.Pnbpw tIcfob\pw t_m[wsI«p hoWp. tIcfobsâ acWsamgn t]mepw cmJs]Sp¯pIbp­mbn. Cu aÀZ\amWv ]n¶oSv "It­ms¯ IpdphSn F¶ t]cn {]kn²amb kw`hw.
ssh¡w kXym{Klw
            1924 amÀ¨v 30þ\v XpS§n 603 Znhkw \o­p \n¶ Ncn{X{]kn²amb ssh¡w kXym{Klw C¶v tIcf¯n DÄs¸Sp¶ ]gb XncphnXmwIqÀ cmPy¯v, Abn¯¯n\pw PmXn¡pw FXncmb {it²bamb kXym{Klw Bbncp¶p. Ct¸mgs¯ tIm«bw PnÃbnse ssh¡w almtZht£{Xs¯ tI{µoIcn¨mWv Cu kXym{Klw kwLSn¡s¸«Xv. t£{X¯nte¡pÅ s]mXp hgnIfneqsS  kaql¯nse FÃm hn`mK¡mÀ¡pw k©cn¡m\pÅ kzmX{´w t\SnsbSp¡pI F¶Xmbncp¶p kXym{Kl¯nsâ e£yw.
            Cu kXym{Kl¯n\v {io\mcmbWKpcp, almßmKmÔn XpS§nbhcpsS ]n³´pWbp­mbncp¶p.
            cmjv{Sobe£y§Ä t\Sp¶Xn\v th­nbpÅ Hcp kacambncp¶nsænepw, a\pjysâ ASnØm\ AhImi§Ä¡v th­nbpÅ Hcp kwLSnX{]t£m`sa¶ \nebnÂ; kzmX{´ykac¯nsâ KW¯nÂs¸Sp¶Xmbn an¡ Ncn{XImc·mcpw hnebncp¯p¶p. ]n¶m¡PmXnIfpsS ]ucmhImi{]iv\§Ä C´³ cmjv{Sob¯nse PohÂ{]iv\§fnsem¶m¡n amäm³ ssh¡w kXym{Kl¯n\v Ignªp. Ccp]Xmw \qäm­n tIcf¯n \S¶ asämcp kachpw C{Xtbsd AJnte´ym{i²bpw {]m[m\yhpw t\SnbnÃ.






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SALT SATYAGRAHA----REFLECTIONS

KmÔnPnbpsS ZWvUnbntebv¡pÅ bm{XbpsS XpS¡hpw, D¸p kXym{Klw \ÂIp¶ ]mT§fpw þ HcmapJw tUm.F³.cm[mIrjvW³ k_ÀaXn B{ia¯n \n¶v KmÔnPn ZWv...