essay on non violence for class 3

• Lesson Plans
• Teacher's Guides
• Media Resources

Lesson 1: Martin Luther King, Jr. and Nonviolent Resistance

Civil Rights March on Washington, D.C. (Dr. Martin Luther King, Jr. and Mathew Ahmann in a crowd.)

U.S. National Archives and Records Administration

"I have consistently preached that nonviolence demands that the means we use must be as pure as the ends we seek." ⁠—Dr. Martin Luther King, Jr., 1963

These words were spoken by Martin Luther King, Jr. during his ten-day jail term for violating a court injunction against any "parading, demonstrating, boycotting, trespassing and picketing" in Birmingham. He came to Alabama's largest city to lead an Easter weekend protest and boycott of downtown stores as a way of forcing white city leaders to negotiate a settlement of black citizens' grievances. King wrote his "Letter from Birmingham Jail" in response to a public statement by eight white clergymen appealing to the local black population to use the courts and not the streets to secure civil rights. The clergymen counseled "law and order and common sense," not demonstrations that "incite to hatred and violence," as the most prudent means to promote justice. This criticism of King was elaborated the following year by a fellow Baptist minister, Joseph H. Jackson (president of the National Baptist Convention from 1953–1982), who delivered a speech counseling blacks to reject "direct confrontation" and "stick to law and order."

By examining King's famous essay in defense of nonviolent protest, along with two significant criticisms of his direct action campaign, this lesson will help students assess various alternatives for securing civil rights for black Americans in a self-governing society.

Guiding Questions

To what extent was King's nonviolent resistance to segregation laws the best means of securing civil rights for black Americans in the 1960s?  

Learning Objectives

Explain Martin Luther King, Jr.'s concept of nonviolent resistance and the role of civil disobedience within it.

Analyze the concerns regarding King's intervention in Birmingham and King's responses to those concerns.

Evaluate the arguments made against King's protest methods and the alternatives recommended.

Evaluate the arguments regarding non-violence and the effect these strategies had on civil rights in the United States.

Lesson Plan Details

If students know anything about the Civil Rights Movement of the 1950s and '60s, it will probably be Martin Luther King, Jr.'s role in leading the Movement along the path of nonviolent resistance against racial segregation. Most likely, they will have seen or read his "I Have a Dream" speech (August 28, 1963), delivered on the steps of the Lincoln Memorial, which closes with the famous line, "Free at last, free at last. Thank God Almighty, we are free at last!" Next to the "I Have a Dream" speech, King's most famous writing is his "Letter from Birmingham Jail." He began writing the lengthy essay while jailed over Easter weekend in 1963. He eventually arranged its publication as part of a public relations strategy to bring national attention to the struggle for civil rights in the South.

The Birmingham campaign of March and April 1963 followed a less successful protest the previous year in Albany, Georgia. Albany police chief Laurie Pritchett did not want to draw media attention to the Albany protest led by King and local citizens. He dispersed jailed protesters to surrounding jails to avoid overcrowding, and had local city officials post bail for King any time he got arrested. King eventually left Albany in August 1962 when the protest movement stalled for months and when the city reneged on its promise to desegregate bus and train stations. Discouraged by the Movement's inability to provoke a reaction that would precipitate change, King and his Southern Christian Leadership Conference decided to accept the invitation of Birmingham activist Rev. Fred Shuttlesworth to agitate for change there. In Birmingham they devised a new strategy called "Project C" (for "confrontation").

Birmingham was Alabama's largest city, but its 40 percent black population suffered stark inequities in education, employment, and income. In 1961, when Freedom Riders were mobbed in the city bus terminal, Birmingham drew unwelcome national attention. Moreover, recent years saw so many bombings in its black neighborhoods that went unsolved that the city earned the nickname "Bombingham." In 1962, Birmingham even closed public parks, playgrounds, swimming pools, and golf courses to avoid federal court orders to desegregate. Nevertheless, the fight to hold onto segregationist practices began to wear on some whites; the question remained, how best to address the concerns of local black citizens?

When eight white clergymen (Protestant, Catholic, and Jewish) learned of King's plans to stage mass protests in Birmingham during the Easter season in 1963, they published a statement voicing disagreement with King's attempt to reform the segregated city. It appeared in the Birmingham News on Good Friday, the very day King was jailed for violating the injunction against marching. The white clergymen complained that local black citizens were being "directed and led in part by outsiders" to engage in demonstrations that were "unwise and untimely." The prudence of the Movement's actions in Birmingham was also called into question by local merchants who believed the new city government and mayor—replacing the staunch segregationist Eugene "Bull" Connor (the commissioner of public safety who later employed fire hoses and police dogs against protesters, many of whom were high school and college students)—would offer a new opportunity to address black concerns. Even the Justice Department under President John F. Kennedy urged King to leave Birmingham. The clergymen advised locals to follow "the principles of law and order and common sense," to engage in patient negotiation, and, if necessary, seek redress in the courts. They called street protests and economic boycotts "extreme measures" and, thus, saw them as imprudent means of redressing grievances. Finally, if peaceful protests sparked hatred and riots, they would hold the protesters responsible for the violence that ensued.

In spite of the court injunction, King went ahead with his protest march on Good Friday, and was promptly arrested, along with his close friend and fellow Baptist preacher Ralph Abernathy and fifty-two other protestors. King served his jail sentence in solitary confinement, but soon began reading press reports of the Birmingham campaign in newspapers smuggled into his cell by his lawyer. Both local and national media expressed greater optimism for reform from the new city government and lesser sympathy for King and his nonviolent, direct action campaign. But what irked him most was the criticism from the Birmingham clergymen, most of whom had actually criticized Governor George Wallace's inauguration proclamation of "segregation now, segregation tomorrow, segregation forever!" So King began to write, using the margins of the Birmingham News .

King's reply to the clergymen's public letter of complaint grew to almost 7,000 words, and presented a detailed response to the criticisms of his fellow men of the cloth. Employing theological and philosophical arguments, as well as reflections on American and world history, King defended the legitimacy of his intervention to desegregate Birmingham. He explained how the nonviolent movement employed peaceful mass protest and even civil disobedience to bring pressure to bear on the social and political status quo. Given that the immediate audience of his letter were religious leaders, his letter made numerous references to biblical and historical events and figures they might find persuasive. King's "Letter from a Birmingham Jail" was a plea for a more robust and relevant participation of white church leaders (and members) in the affairs of this world, starting with the just complaints of their black neighbors and fellow Christians.

The following year, a longstanding critic* of King delivered an address that focused on an alternative way for black Americans to secure progress in civil rights. Dr. Joseph H. Jackson, president of the National Baptist Convention, was known as "the black pope" because of his leadership of the largest religious organization of blacks in the United States. Jackson thought King's civil disobedience and nonviolent but confrontational methods undermined the very rule of law that black Americans desperately needed. Appealing to the historic contribution of blacks to the development and prosperity of America, Jackson counseled that less controversial and provocative means should be adopted in the struggle for civil rights. He also encouraged them not to neglect their "ability, talent, genius, and capacity" in efforts of self-help and self-improvement. Citing the 1954 Brown v. Board decision and 1964 Civil Rights Act as important signs of progress and hope for black Americans, Jackson argued that to advance in America, blacks had to work with and not against the structures and ideals of the nation.

* In 1961, after failing to oust Jackson from the presidency of the National Baptist Convention, King broke away from the organization and founded a rival group, the Progressive National Baptist Convention. In 1967, Jackson would publish Unholy Shadows and Freedom's Holy Light , which reaffirmed his "law and order' approach to the civil rights struggle.

NCSS. D1.2.6-8. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. NCSS. D1.3.6-8. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question. NCSS. D2.Civ.2.9-12. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.  NCSS. D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.  NCSS.  D2.His.2.9-12. Analyze change and continuity in historical eras.  NCSS.  D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.  NCSS. D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. NCSS.  D3.1.9-12. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.

Martin Luther King, Jr.'s "Letter from Birmingham Jail" and the public statement of the white Birmingham clergymen make a natural pairing for a discussion of the pros and cons of nonviolent resistance. However, because the "Letter to Martin Luther King from a Group of Clergymen" is a relatively short document compared with King's 6,800-word reply, this lesson includes a longer statement critical of King's campaign of mass protest and civil disobedience: Joseph H. Jackson's 1964 Address to the National Baptist Convention.

This lesson contains written primary source documents, photographs, sound recordings, and worksheets, available both online and in the Text Document that accompanies this lesson. Students can read and analyze source materials entirely online, or do some of the work online and some in class from printed copies.

Read over the lesson. Bookmark the websites that you will use. If students will be working from printed copies in class, download the documents from the Text Document and duplicate as many copies as you will need. If students need practice in analyzing primary source documents, excellent resource materials are available at the EDSITEment-reviewed Learning Page of the Library of Congress . Helpful Document Analysis Worksheets may be found at the Educator Resources site of the National Archives .

Activity 1. Understanding the Primary Sources: What Do They Tell You?

This activity is arranged around the following primary sources:

• Birmingham's Racial Segregation Ordinances (1951)
• " Letter to Martin Luther King from a Group of Clergymen " (April 12, 1963)
• Audio recording of Martin Luther King, Jr., "I Have a Dream" (August 28, 1963)
• Martin Luther King, Jr., " Letter from Birmingham Jail " (April 16, 1963)
• Photograph of fire hoses turned against Birmingham demonstrators
• Joseph H. Jackson, "Annual Address to the National Baptist Convention" (September 10, 1964)
• Photograph of voter registration in Mississippi
• In the video clip below, Dr. King discusses the place of love within his philosophy of non-violence:

In addition to primary source documents, this activity contains questions that will help students interpret the content. The questions are included below for review and are also found on pages 5, 11–12, and 17–18 of the Text Document .

Divide the class into small groups in which they will begin working on the questions together, and then assign the unfinished questions for homework.

To provide some background on the sort of discrimination faced by African-Americans in Birmingham (as well as in most of the South), have students read Sections 369, 597, 359, and 1413 of the Birmingham Segregation Ordinances (1951) at the EDSITEment-reviewed site "American Studies at the University of Virginia ." The relevant sections from the 1951 Ordinances, found on pages 1–2 of the Text Document , can also be printed out and distributed to students.

Then have students read the " Letter to Martin Luther King from a Group of Clergymen " (April 12, 1963) and answer the questions that follow (also available in worksheet form on page 5 of the Text Document ). A link to the text of the "Letter to Martin Luther King" can be found at the EDSITEment-reviewed site " Teaching American History ." The letter is also included in the Text Document on pages 3–4 , and can be printed out for student use.

• In 1963, what two recommendations did a group of Alabama clergymen propose to resolve the racial conflict in Birmingham, Alabama?
• Identify two or three criticisms they gave of the political demonstrations and protests taking place in Birmingham.
• What praise did they give to "local news media and law enforcement officials" for their conduct during the demonstrations?

Next, for an introduction to Martin Luther King, Jr.'s stirring rhetoric, have students listen to a brief excerpt from his " I Have a Dream " speech. Go to the EDSITEment-reviewed site "Martin Luther King, Jr. Papers Project: Popular Requests" and click the Quicktime or Realmedia link for a three-minute, audio excerpt from " March on Washington for Jobs and Freedom ."

Next have students read King's reply to the Alabama clergymen, known as the " Letter from Birmingham Jail ," and answer the questions that follow below (available in worksheet form on pages 11–12 of the Text Document ). A link to the full text of King's "Letter from Birmingham Jail" can be found at the EDSITEment-reviewed site " Martin Luther King, Jr. Papers Project ." For purposes of this lesson, use the excerpts from the essay, located on pages 6–10 of the Text Document .

• Does King consider himself an "outsider" by staging a civil rights protest in Birmingham? List three reasons he gives in response to this criticism.
• List and explain the four-step process King outlines for their nonviolent campaign. [Note: for an example of the nonviolent mindset King wanted to instill in his protest movement, have students read the Commitment Card that participants were asked to sign in preparation for the protest, which is located at the " Teaching American History " site
• If King admits that breaking laws in order to change them is "a legitimate concern," how does he still justify civil disobedience? List two reasons for his defense of civil disobedience, and explain how King thought a law can be disobeyed without leading to anarchy
• How does King's appeal to "eternal and natural law" help him examine human laws?
• Explain why King thinks the tension stirred up by his protest movement promotes social and political reform.
• How does King respond to the charge that he is an extremist? Whom does he identify as the real extremists?
• Why is King hopeful about the prospects for equal rights for black Americans? Give specific examples and reasons he mentions to support your answer.
• What is King's response to the clergymen's approval of how the police kept order during the demonstrations?

For a visual image of a police response to nonviolent resistance, described in King's letter, have students access online the famous Charles Moore photograph of a water hydrant being turned against Birmingham demonstrators. This photograph can be found at a link from the EDSITEment-reviewed " American Studies of the University of Virginia ." (To view additional photographs in the Charles Moore collection, scroll down to Section VIII, Extending the Lesson, and click on the link provided there.)

Finally, have students read Joseph H. Jackson's "Annual Address to the National Baptist Convention" (September 10, 1964) and answer the questions that follow ( available on pages 17–18 of the Text Document ). A link to the full text of Jackson's "Annual Address to the National Baptist Convention " can be found at Teaching American History . For a shorter version (about half the length), print out and distribute an excerpted version on pages 13–16 of the Text Document .

• Why does Jackson think "street marches, boycotts, and picket lines" on behalf of civil rights are counterproductive? How does his view of America, and especially the role of black Americans in its development, inform his reaction to the mass protest movement?
• Why does Jackson disagree with civil disobedience, which he calls "open opposition to the laws of the land"?
• How do his references to Thurgood Marshall's victory in the Supreme Court's Brown v. Board of Education decision and the Civil Rights Act of 1964 strengthen his argument? Note: Students can find helpful background on the 1954 Brown decision at " Teaching With Documents: Documents Related to Brown v. Board of Education " at the EDSITEment-reviewed National Archives Education site. For a brief explanation of the 1964 Civil Rights Act, students can read " Congress and the Civil Rights Act " at the EDSITEment-reviewed National Archives site.
• What recommendations does he make to black Americans for securing equal rights?
• Why does he think that direct confrontation is not likely to be successful?

For a visual image of the pursuit of civil rights by following principles of law and order, have students access online a Charles Moore photograph of the registering of black voters in Mississippi. This photograph can be found at Powerful Days in Black and White , linked from the EDSITEment-reviewed " American Studies of the University of Virginia ." (To view additional photographs in the Charles Moore collection, scroll down to Extending the Lesson, and click on the link provided there.)

Activity 2. Student Debate: "Law and Order" or "Nonviolent Resistance"?

Divide students into two teams for a debate based on the sources they studied in the previous activity. One team will represent King's nonviolent resistance and the other team will represent the clergymen's and Jackson's "law and order" position. Inform students at the outset that they will be given participation points for listening, helping to develop team arguments, and questioning/dialoguing with the opposing side.

Arrange desks so that each team faces the other. Each team chooses three speakers, one to make the main points of the argument (principal speaker), one to focus attention on one or two key points (second speaker), and one to summarize the argument (summarizer).

Armed with their answers to the questions from Activity 1, each side should spend one 45-minute class period developing arguments and preparing speakers. If the class is too large to make this feasible, have each side divide into three groups, with one speaker in each group. Each small group will then help its speaker to develop his or her argument.

During the following class session give the principal speaker for each side an allotted amount of time to make his or her speech. Do the same for the second speakers (usually less time than the first). Then throw the debate open so that team members from each side can question or make comments to the other side. Alternate this process back and forth several times, as interest requires or time permits, so that each side has an equal chance to state its views. The summarizer concludes the debate by making the team's best case, using the earlier input from his team and the strongest points of the team's two speakers and the open debate.

Allow students additional discussion time, if needed and time permits. Tell them that they will be making a decision about which side of the debate they found more persuasive. Point out that it is quite possible to argue from one perspective in the debate, but to actually hold the opposing view as a matter of preference, principle, or belief.

Assessment 1. To Obey the Laws of the Land or To Resist Them Peacefully—That Is Your Question!

Instruct students to put themselves in the position of someone who must decide which course of action to take: the path of following "law and order" or the path of nonviolent protest and civil disobedience.

• Have students evaluate the strengths and weaknesses of the arguments of each side. This can be done in paragraph form, or by filling the worksheet located on pages 19–20 of the Text Document . You may want to have students fill out this form before and during the debate in Section VI, Activity 2.
• Ask students to make a decision: Which route will they take? Obedience to the laws of the land (through the courts and the legislature), or nonviolent resistance and civil disobedience? Ask for a one- or two-paragraph essay giving reasons for their choice. They should justify their decision in light of their understanding of the issue.

Assessment 2. Evaluate, Reflect, Predict

Instruct students to give a one- or two-paragraph answer to each of the following questions:

• Give your evaluation of the strongest argument of each viewpoint and justify your choice.
• Do you think evidence shows that King's viewpoint carried the day? Why or why not?
• Predict what might have happened in the struggle for civil rights if Jackson's "law and order" argument had prevailed, and create a scenario of possible events. If time permits, ask for volunteers to read their answers to this question to spark class discussion of their answers.

Photographs

The Civil Rights Movement was widely photographed by photojournalists, and these photos, printed in the media, in turn acted as a catalyst to propel the Movement forward and give it more favorable reception in the realm of public opinion. One such group of photographs is the Charles Moor Collection, located at " Powerful Days in Black and White ," linked from the EDSITEment-reviewed American Studies at the University of Virginia site. Students may view additional photographs capturing images of segregated public places at the Farm Security Administration-Office of War Information Photographers site, linked from the EDSITEment-reviewed American Memory site at the Library of Congress.

More Information on Birmingham and Martin Luther King, Jr.

Students may learn more about Martin Luther King, Jr., and the site of the 1963 Birmingham protest, by visiting the following EDSITEment-reviewed National Park Service sites:

• Martin Luther King, Jr., National Historic Site , Georgia
• West Park (Kelly Ingram Park) , Birmingham, Alabama

Selected EDSITEment Websites

• Photographs of Signs Enforcing Racial Discrimination —Farm Security Administration, Office of War Information
• American Studies at the University of Virginia
• Charles Moore Photographs
• Birmingham's Racial Segregation Ordinances
• Letter from Birmingham Jail
• Documents Related to Brown v. Board of Education
• Congress and the Civil Rights Act of 1964
• Congress and the Civil Rights Act of 1964 (description)
• Martin Luther King, Jr. , National Historic Site, Georgia
• West Park (Kelly Ingram Park), Birmingham, Alabama
• Joseph H. Jackson, Annual Address to the National Baptist Convention (September 10, 1964)
• Martin Luther King Jr., Commitment Card (1963)
• Letter to Martin Luther King (April 12, 1963)

Martin Luther King, Jr. Papers Project : This NEH supported project brings together speeches, letters, curriculum, and other resources about the life and accomplishments of Dr. Martin Luther King, Jr. 

Materials & Media

Martin luther king, jr. and nonviolent resistance: worksheet 1, related on edsitement, lesson 2: black separatism or the beloved community malcolm x and martin luther king, jr., dr. king's dream, i have a dream: the vision of martin luther king, jr., "sí, se puede": chávez, huerta, and the ufw.

• TeachableMoment

NONVIOLENCE: An Assertive Approach to Conflict

  In this interactive workshop, students explore what escalates and deescalates conflict, consider nonviolent action as an assertive response to conflict, and learn about Occupy Wall Street's use of nonviolence as a strategy.

Students will:

• explore what escalates/deescalates conflict
• look at the difference between aggressive, submissive and assertive responses to conflict
• focus on nonviolent action as an assertive response to conflict
• learn about Occupy Wall Street's use of nonviolence as a strategy

Social and Emotional Skills:

• comparing approaches to conflict 
• exploring assertiveness 
• working together/alliance building
• exploring feelings associated with assertiveness

Materials needed:

• Today's agenda on chart paper or on the board

Gathering: 

Escalating and deescalating conflict .

(10 minutes)

Ask for a volunteer to help you model the following activity.

Stand facing the volunteer and explain that you'll start out saying the word "Yes" quietly. Your partner will say the opposite word "No" quietly in response. You'll then say "Yes" a little more forcefully. The response will follow a little more forcefully as well. You and your volunteer partner will repeat the words, responding to each other several times with an increased forcefulness, escalating the communication. Then you'll do the reverse, repeating the words less and less forcefully, de-escalating the communication, ending up quietly again.

Instruct students to pair up, face each other and choose who will start with "Yes" and who will respond with "No." On the count of three the pairs will begin to escalate and de-escalate their "Yes-No" responses. Consider doing the activity a few times, using other opposites like "Hot" and "Cold," "Long" and "Short," etc. After two or three rounds, bring the class back together for a quick debrief, asking questions like:

• What was that activity like for you?
• How do you think this relates to the idea of escalating and de-escalating conflict?
• What about this activity escalated conflict?
• What about this activity deescalated conflict?
• What did it feel like to escalate/deescalate conflict using words?   

Check Agenda

(5 minutes)

Explain that in today's lesson you'll be exploring the idea of strategic nonviolent action and the potential power of nonviolent action. Nonviolence has been in the news a lot lately because that is the strategy of protest adopted by the "Occupy Wall Street" movement.

Ask students what they know about Occupy Wall Street and other Occupy protests around the country and world.

Elicit and explain that after months of planning, on September 17, 2011, a group of people, mostly young people, gathered in Zuccotti Park in Lower Manhattan to "create real change from the bottom up" and to protest what they called "the greed and corruption" of the financial institutions, big corporations and the wealthiest 1% of Americans. "We are using the revolutionary Arab Spring tactic to achieve our ends and encourage the use of nonviolence to maximize the safety of all participants," they declared. (The Arab spring is a series of popular pro-democracy movements in Arab countries that began in the spring of 2011.)

Since that day in September, a dedicated group of protesters has established an ongoing physical presence in Zuccotti Park, and organized many marches and other protests. Meanwhile, other "occupy" protests sprang up around the country and the world.

In the lesson that follows students will be asked to take a critical look at the methods of protest Occupy Wall Street has used.

Responses to Conflict: 

Aggressive, submissive or assertive .

(15 minutes)

Most people respond to conflict in one of two ways. They might respond by fighting (either verbally or physically), using aggressive means to try to get their rights respected or needs met. Or they might try to avoid the situation altogether, or just give in, so that they are unlikely to get their rights respected or needs met. This old survival mechanism is known as the "fight or flight response."

There is a third way, though: an assertive response, which means standing up for our rights and/or needs without using violence (and that's where nonviolent action comes in).

Not only is assertiveness a way to stand up for your rights or needs, it may also help you prevent or break what is known as the "cycle of violence."

• Ask students if they know the saying "violence begets violence"? 
• What does it mean?

Ask students to think back to the gathering:

• What fueled "the conflict" in that activity? What helped escalate the activity?
• When their partner raised their voice, what did it feel like? How did that affect their response? 

The Power of Nonviolent Action 

& strategic alliance building .

(18 minutes)

Inspired by the nonviolent protests of the Arab Spring in places like Tunisia and Egypt earlier this year (see other lesson plans on these developments on TeachableMoment), people organized the Occupy Wall Street movement to protest some of the same issues that fueled the Arab Spring - growing inequality, corruption and unemployment.

One of the main slogans of the Occupy movement is: "We are the 99%."

• Ask students what they know about this slogan. 
• What does it mean? 
• Why did a group that began as just a few hundred protesters claim to be the 99%?

Elicit and explain that Occupy Wall Street has tried to tap into the dissatisfaction felt by a large part of the American population struggling to keep its head above water in this sputtering economy. Their call to bring together the "99%" is a form of alliance-building, which is key to the power of nonviolent action. Ask students:

• What does alliance building mean?
• Why do students think it is important for a few hundreds protesters at Wall Street to build alliances?

Critics often argue that nonviolent approaches to conflict as passive and weak. Ask students, based on what they know about what Occupy Wall Street has been able to achieve so far and what has been discussed in today's lesson, what is it about assertiveness and nonviolent action that can be considered as strategic and strong (rather than passive and weak)?

Chart student answers.

Read the following out loud, or ask for a student volunteer to read it. It is adapted from an introduction to nonviolence by the group Nonviolence International. It describes some ways that nonviolence can be effective.

Nonviolence:

• It is a "weapon" available to everyone.
• It is the least likely method of protest to alienate opponents and third parties.
• It breaks the cycle of violence and counter-violence.
• It leaves open the possibility of conversion (changing people's minds).
• It ensures that the media focus on the issue at hand rather than some tangential act of violence.
• It is the surest way of achieving public sympathy.
• It is more likely to produce a constructive rather than a destructive outcome.
• It is a method of conflict resolution that may aim to arrive at the truth of a given situation (rather than mere victory for one side).
• It is the only method of struggle that is consistent with the teachings of the major religions.

From "Nonviolence: An Introduction" at the nonviolenceinternational.net website ( http://www.nonviolenceinternational.net/seasia/whatis/book.php )

Closing 

(2 minutes)

Ask students to stand up and show what assertiveness looks like. Ask them as they're standing assertively, what it feels like.

Have a few volunteers share what assertiveness feels like.

Homework assignment

Ask students to research strategic nonviolent tactics that have been used by Occupy Wall Street to bring attention to their cause.

The next day, ask students what they learned and chart their responses. They might include things we usually think of as "nonviolence," including:

• Training people in nonviolent methods
• Sitting down, linking arms and legs, to occupy a space as long as possible
• Going limp when being arrested
• Chaining themselves to a location

They might also include the protesters' use of other forms of nonviolent action, including:

• Peaceful protest marches
• Encouraging people to switch their money from big banks to credit unions
• Parties 
• Participation in the Halloween Parade   

This lesson was written for TeachableMoment.org by  Marieke van Woerkom . We welcome your comments. Please email them to:  [email protected] .

Share this Page

Essay on Importance of Non Violence

Students are often asked to write an essay on Importance of Non Violence in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Importance of Non Violence

Understanding non-violence.

Non-violence is a principle that promotes peace and love, rejecting harm and aggression. It encourages resolving conflicts through dialogue and understanding.

Importance of Non-Violence

Non-violence is crucial for maintaining peace in society. It fosters respect, tolerance, and empathy among individuals.

Non-Violence in Daily Life

Practicing non-violence in daily life means avoiding harm to others, both physically and emotionally. It promotes harmony and understanding.

Non-violence is a powerful tool for peace. It promotes mutual respect and understanding, creating a harmonious society.

250 Words Essay on Importance of Non Violence

Introduction.

Non-violence, a philosophy championed by figures like Mahatma Gandhi and Martin Luther King Jr., is a powerful tool for social and political change. It is not merely the absence of violence, but a proactive stance towards peace and justice.

Non-Violence: A Catalyst for Change

Non-violence acts as a catalyst for change, promoting dialogue and understanding over conflict. It encourages the resolution of disagreements through peaceful means, fostering a culture of respect and tolerance. This approach has proven effective in many historical movements, such as the Indian independence struggle and the American Civil Rights Movement.

The Moral Power of Non-Violence

Non-violence carries a moral power that violence lacks. It appeals to the conscience of the oppressor, making it harder for them to justify their actions. By refusing to resort to violence, the oppressed assert their moral superiority, often winning public sympathy and support.

Non-Violence in the Contemporary World

In today’s interconnected world, the importance of non-violence is more pronounced. With global issues like climate change and social inequality, there is a need for collective action that transcends borders. Non-violence fosters this spirit of global citizenship, encouraging cooperation over conflict.

In conclusion, non-violence is not just a strategy, but a way of life. It promotes understanding, respect, and mutual cooperation, making it a crucial component of a peaceful society. As we navigate an increasingly complex world, the philosophy of non-violence offers a path towards a more harmonious and just future.

500 Words Essay on Importance of Non Violence

Non-violence, a philosophy deeply rooted in many cultures and religions worldwide, has been a significant guiding principle for social and political change. From Mahatma Gandhi’s peaceful resistance against British rule to Martin Luther King Jr.’s civil rights movement, non-violence has shown its power and relevance repeatedly. This essay will explore the importance of non-violence as a tool for conflict resolution, social transformation, and personal development.

Non-violence as a Tool for Conflict Resolution

Non-violence promotes dialogue, understanding, and respect, making it an effective tool for conflict resolution. It encourages parties to engage in open discussions to understand each other’s perspectives, fostering empathy and mutual respect. This approach often leads to more sustainable solutions because it addresses the root causes of conflict rather than merely suppressing the symptoms. Non-violence also prevents the escalation of conflict into physical violence, which often leads to more harm than good.

Non-violence and Social Transformation

Non-violence is not just the absence of physical violence; it is also a proactive force for social transformation. It empowers marginalized communities to assert their rights and challenge oppressive systems without resorting to violence. Non-violent protests and civil disobedience movements have been instrumental in bringing about significant social changes, such as ending racial segregation in the United States and dismantling apartheid in South Africa. These movements demonstrate the power of non-violence to effect change on a large scale.

Non-violence and Personal Development

On a personal level, non-violence encourages self-awareness, self-control, and a deep respect for all life. It helps individuals develop a sense of responsibility for their actions and their impact on others. Practicing non-violence can lead to personal growth and spiritual development, as it requires individuals to cultivate empathy, patience, and tolerance. It can also reduce stress and improve mental health by promoting peaceful interactions and relationships.

Challenges and Critiques

Despite its many benefits, non-violence is not without its challenges and critiques. Critics argue that non-violence may not be effective in all situations, especially against oppressive regimes that do not respect human rights. They also point out that non-violence requires a degree of patience and resilience that may not be feasible for everyone. However, these challenges do not diminish the importance of non-violence; instead, they highlight the need for a nuanced understanding of its principles and application.

In conclusion, non-violence is a powerful tool for conflict resolution, social transformation, and personal development. It promotes dialogue, understanding, and respect, empowering individuals and communities to effect change without resorting to violence. While it may not be the solution to all conflicts, its importance in fostering peaceful and sustainable solutions cannot be overstated. As we navigate an increasingly interconnected and complex world, the principles of non-violence can guide us towards a more peaceful and just society.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

• Essay on Your Hobby
• Essay on Reading Hobby
• Essay on Photography as a Hobby

Apart from these, you can look at all the essays by clicking here .

Happy studying!

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Undergraduate
• High School
• Architecture
• American History
• Asian History
• Antique Literature
• American Literature
• Asian Literature
• Classic English Literature
• World Literature
• Creative Writing
• Linguistics
• Criminal Justice
• Legal Issues
• Anthropology
• Archaeology
• Political Science
• World Affairs
• African-American Studies
• East European Studies
• Latin-American Studies
• Native-American Studies
• West European Studies
• Family and Consumer Science
• Social Issues
• Women and Gender Studies
• Social Work
• Natural Sciences
• Pharmacology
• Earth science
• Agriculture
• Agricultural Studies
• Computer Science
• IT Management
• Mathematics
• Investments
• Engineering and Technology
• Engineering
• Aeronautics
• Medicine and Health
• Alternative Medicine
• Communications and Media
• Advertising
• Communication Strategies
• Public Relations
• Educational Theories
• Teacher's Career
• Chicago/Turabian
• Company Analysis
• Education Theories
• Shakespeare
• Canadian Studies
• Food Safety
• Relation of Global Warming and Extreme Weather Condition
• Movie Review
• Admission Essay
• Annotated Bibliography
• Application Essay
• Article Critique
• Article Review
• Article Writing
• Book Review
• Business Plan
• Business Proposal
• Capstone Project
• Cover Letter
• Creative Essay
• Dissertation
• Dissertation - Abstract
• Dissertation - Conclusion
• Dissertation - Discussion
• Dissertation - Hypothesis
• Dissertation - Introduction
• Dissertation - Literature
• Dissertation - Methodology
• Dissertation - Results
• GCSE Coursework
• Grant Proposal
• Marketing Plan
• Multiple Choice Quiz
• Personal Statement
• Power Point Presentation
• Power Point Presentation With Speaker Notes
• Questionnaire
• Reaction Paper

Research Paper

• Research Proposal
• SWOT analysis
• Thesis Paper
• Online Quiz
• Literature Review
• Movie Analysis
• Statistics problem
• Math Problem
• All papers examples
• How It Works
• Money Back Policy
• Terms of Use
• Privacy Policy
• We Are Hiring

Non-Violence, Essay Example

Pages: 8

Words: 2237

Hire a Writer for Custom Essay

Use 10% Off Discount: "custom10" in 1 Click 👇

You are free to use it as an inspiration or a source for your own work.

Non-violence is a strategy and philosophy for social change that does reject the society use of violence. Non-violence is also seen as an alternative to the passive acceptance of the armed struggle and oppression against it. Non violence practitioners use diverse methods in their campaigns for the social change that includes; the critical forms of non-violence direct action and civil disobedience, education and persuasion and the targeted communication through the mass media (Chris 45).

Non-violence has been powerful tool in the modern times for the social protest. Martin Luther King is one of the people who used non violence to struggle for winning the civil rights for the African Americans. Pacifism is a synonym for the term non-violence. Pacifism means use of violence rejection as personal decision on spiritual or moral grounds although it does not imply inclination towards the change on any social political level. On the other hand, non violence presupposes the aim of political or social change to be the reason of rejecting the violence (Chris 45).

There are three categories of non violence. They include noncooperation, acts of protest and persuasion, and nonviolent intervention. Act of protest or persuasion as a non violent are mainly the symbolic actions that are performed by a group of people who wants to show their disapproval or even support for something. This action’s goal is to bring the awareness of the public to an issue, influence a group of people or even to facilitate nonviolent action in future. The message can be directed to opponents, public or even people who have been affected by an issue. Methods or ways of protest and persuasion include speeches, petitions, symbolic acts, communication in public, processions or marches, arts and public assemblies. Non cooperation does involve the withholding of the cooperation or the unwillingness to initiate with cooperating with the opponent. The goal of this is to hinder or stop an industry, economic process or even political process. It mainly includes economic boycotts, civil disobedience, labor strikes, tax refusal and the general disobedience. Non violence intervention is a more direct method of non violent. It is more effective and immediate than the others. It is usually more taxing and hard to maintain. It includes parallel government, fasting and occupations or sits INS (Chris 45).

Malcolm X argues that the violence was the option in the situations where the non-violence was not possible. Malcolm X maintained that although non violence was essential and of paramount, it was not applicable in the situations where the fruits of non violence were not achieved. He at some point criticized the Martin Luther King argument that the non violent ways should be applied always. Malcolm X said to the African Americans that they should continue to defend themselves and had that right of defending themselves from their oppressors. He said that the African Americans should protect themselves if government was not unable or unwilling to protect the black people. He said that they should use any means they can to protect themselves. He went ahead to reject the use of non violence as the means of securing or getting equality declaring that the members of the Afro American Unity  and also himself were very much determined to get the justice, freedom and equality by any means whether violence or non violence. This contradicts with the Martin Luther King opinion that does not entertain at any oint any act of violence (Chris 45).

Non violence is an effective method of resistance according to Martin Luther King. He argues that the non violence way may be seen as for cowards but it is not. But it was a method of resisting. Martin Luther argues that a non violent protester is as passionate as the person whose ways of protesting are violent. The only difference is that he is not physically aggressive but his emotions and mind are ever active and they are constantly trying to convince the opponent that he is greatly misguided or mistaken or he is wrong. This requires a lot of spiritual courage and great emotional to stand against the injustices. Many people believes that only the people who use physical ways are aggressive in the way they act as they violently protest but Martin Luther says that even those who do not use violence ways physically by being emotional and participates aggressively with his mind towards their opponents (Deanna).

Martin Luther continues to support that the non violence way is also effective in that it does not humiliate the opponent. It instead helps one to gain his understanding and friendship. He further says that the methods of non cooperation and boycotts were meant to awaken the sense of the moral shame in the opponent. This results to redemption and reconciliation rather than chaos and bitterness as a result of violence resistance. The non violent as a means of asking for the justice does not disgrace the opponent but rather it tries to seek his friendship and understanding. This seems to be a polite and smooth way of getting the justice done. According to Martin Luther, the awakening of the opponents mind leads to him thinking back and making a decision which eventually or rather makes a friendship to emerge between the two rivals and eventually the justice is gotten without any side being hurt as a result (Deanna).

The third point Martin Luther advanced was the battle against the evil forces but not against the individuals. He said that the tension was not between the tribes or races but between the injustice and justice or between the forces of darkness and forces of light.  The tension only existed between the evil and good and not between people and if there was victory, it would be for justice and forces of light. This makes the non violence to be effective as it uses ways that are not evil and does not hurt in anyway be it physical. It is very open and does not target the individual but the behaviors of the person who is oppressive. According to Martin Luther, the person has no problem but the problem is the behaviors that are attached with him. Therefore if it is possible to change the behavior of any person or the forces of the behavior in him it would be better and this would be possible if no violence at all was used (Deanna).

The safety of the person who is protesting is very looked after. The non violence resistance requires the willingness to suffer. It is important for one to accept violence without retaliating with the violence and must be ready to go to the jail if it is necessary. Martin Luther King believed that the acceptance of suffering led to the tremendous educational and even transforming possibilities and it is a very powerful tool towards changing the opponent’s minds.  This show how effective non violence as ways of resistance should be adopted instead of violence. Retaliatory violence causes more trauma, chaos and hatred. Acceptance of the suffering by the Protestants usually leads to a change in the mind and the heart of the opponent. It has never in any place with violence been heard of any unreported injuries. This means or clearly shows that the violence consequences are fatal and severe always. Martin Luther argues or says that one should not under any circumstance accept to retaliate with violence at all cost. He argues that one should even be ready to go to jail if the situation proves so. This brings a lot of implication to the opponent to an extent of him changing his mind. This makes the non violence be an effective way of resistance as compared to violence ways which has very severe consequences (Deanna).

Martin Luther King talking about the non violence resistance said that the universe or the world was on the justice side and that the people have a companionship that is cosmic with God who is on truth side of the life. Therefore, activists have faith that the justice will one day occur in the future.  This differs with the violent ways of demanding justice. The kind of faith is very essential in that one can do it deeper in his heart and with God’s intervention this may end up being very much effective. Martin Luther King told the African Americans activists should ensure that they keep the faith and that the justice will occur in the future. Martin Luther believed that God pays everything in this world and that everything done in this world has to pay in this world. If one is done injustice in this world, then definitely he will have to be paid as God does not forsake his people. Those who do injustices to others according to the Martin Luther shall pay for the same in this world. This contradicts to the Malcolm’s X suggestions of that if non violence ways do not work, then the violence ways should be used without hesitating (Deanna).

Martin Luther the King believed that the non violence importance was that it prevented or avoided the physical violence and the spirit’s internal violence. The hate and the bitterness that develops in the resisters mind are replaced with the love. This is different from the violence method where by the resister develops a lot hatred and also bitterness due to the violence. The person who is protested against with the violence methods cannot be able to develop love if he approached with violence hence he may also retaliate and be unable to accept or even change his behaviors. Martin Luther king says that there is respect that develops from the opponent as he realizes that those who are seeking justice from him are mature persons who know themselves and their rights and this eventually results to love contrary to the violent ways which results to hatred and bitterness between the two groups involved. This concludes that the non violence is the best way or effective way of resistance (Deanna).

According to the Malcolm X, he criticizes non violence portraying it as passive doctrine that usually causes non violent leaders to radicalize their non violent rhetorical.

Does Nonviolence Have Limitations That Render Violence Necessary In Some Cases?

The violence is not necessary and does not render the non violence at any point. When the violence is used, its aftermath is the bitterness between the two rivals which is very dangerous. This cannot at any point be used to replace the non violent at any point or any circumstances. Comparing to the non violent, its aftermath is reconciliation and beloved community creation rather than the violence or bitterness. Martin Luther does not at any point suggest that the violence can replace or substitute non violence ways under any circumstance (Deanna).

Malcolm X fervently criticized non violence saying that were attempts of imposing the bourgeoisie morals upon the proletariat and that the violent was essential towards accompaniment to the revolutionary change or that the right to self defense is very important.  Malcolm X believed that the violence should at all cost be used where there is no other option remaining. Malcolm X argues that it was an offense to any individual who is being mistreated, abused or assaulted to continue accepting being assaulted without doing at least something so as to defend himself.  Malcolm X says that one should not just keep quite but he should wake up and take an action even if it means violence (Deanna).

According to the Martin Luther King, the non violence as a way of resistance should be applied at all times no matter how ineffective it is not working. Martin Luther King believed that this will come to a point where the opponent will soften his heart and change completely. Martin Luther believed that everybody can change.

At no point should the violent ways be applied as this would mean attacking the individual person and not the forces of the evil. This is according to Martin Luther who says that non violence is there to defeat or fight the injustice and not to the persons like the violence methods which target the individuals or persons. This contradicts to the Malcolm X views which argue that if non violence fails then violence should prevail and even if it means fighting with the person as an individual. He supported this by arguing the blacks and his fellow Afro American Unity organization members that they should be determined to win or get justice , freedom and even equality by any means that would be necessary including using the violence (Deanna).

Martin Luther King continues to support that the non violent should not at any point be overcome by the violent. This is because the violent ways usually or always results to bloodshed and even casualties as the opponent retaliates back still with violent. Hence there should no point where the violent should be used or overcome the violence. If the non violence way is substituted by the violence, then this would mean that hatred and bitterness automatically develops between the opponents, therefore it should not be necessary under any case. Using violence does not also guarantee that the justice will be provided hence should not be viewed as an alternative way to justice other than non violence in any case whatever the circumstances (Deanna).

Deanna Proach K. Martin Luther King . 5 Jan. 2009. 15 Dec. 2009. <http://modern-us-history.suite101.com/article.cfm/martin_luther_king>

Chris, Graham J. Peace building alum talks practical app of nonviolence , London: Augusta Free   Press, 2009.

Stuck with your Essay?

Get in touch with one of our experts for instant help!

The Relationship Between Haute Couture and Society, Essay Example

Impact Of Uninsured Population Project, Research Paper Example

Time is precious

don’t waste it!

Plagiarism-free guarantee

Privacy guarantee

Secure checkout

Money back guarantee

Related Essay Samples & Examples

Voting as a civic responsibility, essay example.

Pages: 1

Words: 287

Utilitarianism and Its Applications, Essay Example

Words: 356

The Age-Related Changes of the Older Person, Essay Example

Pages: 2

Words: 448

The Problems ESOL Teachers Face, Essay Example

Words: 2293

Should English Be the Primary Language? Essay Example

Pages: 4

Words: 999

The Term “Social Construction of Reality”, Essay Example

Words: 371

Home Essay Examples History Mahatma Gandhi

Mahatma Gandhi: As Apostle Of Truth, Non-violence And Tolerance

• Category History
• Subcategory Historical Figures
• Topic Mahatma Gandhi

Mohandas Karamchand Gandhi is known to the world as Mahatma Gandhi and Father of the Nation through the outstanding contribution to the humanity. Like all great men in the annuls of history, he was a man of paradoxes, contradictions, prejudices, peculiarities but against these human frailties, he was standing as a colossus in the political arena of the 20th century with his infinite goodness, as the seeker of truth, as the follower of non-violence and tolerance and as the harvester of the greatest gift of mankind, love. Gandhiji had sharpened his moral weapon of non-violence against in India and successfully driven them out through his strangest peaceful revolution. For this purpose, he had honed his people through the organized and disciplined campaign of non-violent civil disobedience against the guns, bayonets and lathi sticks of rulers.

It is really strangest revolution for the people of the other countries. How can change the mindset of the enemies through a peaceful, unarmed and passive resistance? William L. Shirer said, “Our time had never seen anyone like him: a charismatic leader who had aroused a whole continent and indeed the consciousness of the world; a shrewd, tough politician, but also a deeply religious man, a Christ like figure in homespun loincloth, who lived humbly in poverty, practised what he preached and who was regarded by tens of millions of his people as a saint.”

Our writers can write you a new plagiarism-free essay on any topic

Gandhiji was an orthodox Hindu in his way of living but he had actually followed the moral principle of Christ in his spiritual life. He was the stronger follower of Christ than rulers. He may be the first politician in the world to apply the moral principles of the Gospel of Matthew.

“You have heard that it was said, you shall love your neighbour and hate your enemy. But I say to you, love your enemies, and pray for those who persecute you that you may be children of your heavenly Father.” Gandhiji had successfully implemented the moral weapon of unarmed resistance in his freedom struggle. His moral strategy was suited to the Indian masses. Because Indians basic nature is tolerant and non-violent. A sheep cannot behave like a tiger. His democratic unarmed resistance against rule had brought miracle in the history like an anti-biotic to the body of the subcontinent. His strategy and logic was impeccable. He said, “The want us to put the struggle on the plane of machine guns where they have the weapons and we do not. Our only assurance of beating them is putting the struggle on a plane where we have weapons and they have not.”

Gandhiji always spoke very calmly and without any bitterness against the lawless repression of the enemies. had practised many barbarities on the Indians and also imprisoned him without any legal prosecution. He never showed any slightest trace of bitterness against the English men. Jallianwalla Bagh massacre in 1919 had again convinced Gandhiji about the mighty power of and need to prepare his organization and the people of India in line with non-violent disobedience. He said, “It gives you an idea of the atrocities perpetrated on the people of the Punjab. It shows you to what length government is capable of going, and what inhumanities and barbarities it is capable of perpetrating in order to maintain its power.” Gandhiji did not want to pull his people towards the calamity of death. He had passionately loved his country and countrymen.

Gandhiji was very hopeful and had full confidence in solving the socio-economic problems, communal problems between Hindus and Muslims and also the problems of the millions of depressed classes. He strongly believed that truth, tolerance and love could amicably resolve all the internal problems when Indians become the masters of their own land. In a question to William L Shirer, Gandhi said, “All these problems will be fairly easy to settle when we are our own masters. I know there will be difficulties, but I have faith in our ultimate capacity to solve them and not by following your Western models but by evolving along the lines of non-violence and truth, on which our movement is based and which must constitute the bedrock of our future constitution.” Gandhiji’s philosophy was panacea in the independent movement and also could be panacea to post-independent India. But his unexpected assassination had put the whole country into the darkness. Therefore, then Prime Minister, Jawaharlal Nehru in his extempore broadcast on All India Radio announcing the news of Mahatma Gandhi’s assassination on 30 January 1948 in a choked voice with deep grief. “The light has gone out of our lives and there is darkness everywhere. Our beloved leader … the father of our nation, is no more.”

Mahatma Gandhi was the light, life and truth to the India. His intellectual courage and radiance were always reflected in his words. In 1922, he was convicted under section 124-A of Indian Penal Code with sedition charges. At the time of the prosecution, he was asked to make a statement by the English judge. He proved himself as a true patriot, true prophet of truth and non-violence and true lawyer to defend his country and countrymen and accepting the sedition charges obediently and made strongest statement in the court. His statement had reflected the intellectual radiance of Mahatma Gandhi and also reflected his truthful understanding and courageous expression. “The law itself in this country has been used to serve the foreign exploiter. My unbiased examination of the Punjab Martial Law cases has led me to believe that at least ninety-five per cent convictions were wholly bad. My experience of political cases in India leads me to the conclusion that in nine out of every ten the condemned men were totally innocent. Their crime consisted in the love of their country. In ninety-nine cases out of a hundred, justice has been denied to Indians as against Europeans in the courts of India. This is not an exaggerated picture. It is the experience of almost every Indian who has had anything to do with such cases. In my own opinion, the administration of law is thus prostituted consciously or unconsciously for the benefit of the exploiter… Section 124-A, under which I am happily charged, is perhaps the prince among the political sections of the Indian Penal Code designed to suppress the liberty of the citizen. Affection cannot be manufactured or regulated by law. If one has no affection for a person or system, one should be free to give the fullest expression to his disaffection, so long as he does not contemplate, promote, or incite to violence. But the section under which I am charged is one under which mere promotion of disaffection is a crime. I have studied some of the cases under it, and I know that some of the most loved of India’s patriots have been convicted under it. I consider it a privilege, therefore, to be charged under that section. I have endeavoured to give in their briefest outline the reasons for my disaffection. I have no personal ill-will against any single administrator, much less can I have any disaffection toward the King’s persons. But I hold it to be a virtue to be disaffected toward a government which in its totality has done more harm to India than any previous system.”

Gandhi’s integrity, nobility and overall greatness had reflected in his arguments in the court. He was not fighting against the English men in individual level but he was fiercely fighting against imperialism. He was absolutely fighting against system but he was loving the English persons in system.

Gandhiji’s genius was noticed by the people in the 45th annual convention of the Indian National Congress at Karachi in 1931. While drafting the resolution for the congress in collaboration with Mahatma Gandhi, Nehru had seen in Gandhi a political genius at his best. Karachi congress had witnessed his marvellous spirit of leadership and magnificent control over the masses. He was the chief architect of the resolution for the convention in which he had earmarked the concept of the future constitution of the independent India. The congress adopted this resolution on fundamental rights and economic policy. This resolution on fundamental rights passed by the Karachi session of congress had many socialistic provisions. The resolution was the product of heart to heart talk between the Gandhi and Nehru. Karachi resolution had definitely influenced the Constituent Assembly in drawing up the Indian Constitution. It was envisaged the spirit of the independent India’s constitution. He was not only the father of the nation but also he was really the father of the Indian Constitution.

Gandhiji in his continuous meetings with other leaders of the minorities and depressed classes pleaded before them to submerge their differences and unitedly demand the freedom from. As the staunch follower of tolerance, he strongly believed that the internal differences could be settled either by an impartial tribunal or by a special convention of Indian leaders elected by their constituencies. He made his last appeal to the infighting countrymen.

“It is absurd for us to quarrel among ourselves before we know what we are going to get from government. If we knew definitely that we were going to get what we want, then we would hesitate fifty times before we threw it away in a sinful wrangle. The communal solution can be the crown of the national constitution, not its foundation, if only because our differences are hardened by reason of foreign domination. I have no shadow of doubt that the iceberg of communal differences would melt under the warmth of the sun of freedom.”

Lord Mountbatten offered liberation package with a dividing idea. Gandhiji warned him, “You’ll have to divide my body before you divide India.” The ageing leader in his 78 age felt severe isolation politically and emotionally. His close aides like Patel and Nehru also proved more practical in their approach and renounced their master. With this isolated situation Gandhiji said, “I find myself alone, even Patel and Nehru think I’m wrong…They wonder if I have not deteriorated with age, May be they are right and I alone am floundering in darkness.”

At the stroke of midnight on August 14, 1947, when Prime Minister, Nehru from the Red Fort proclaimed India’s independence and the whole nation was in great celebration, Gandhi slept in a slum in Calcutta. He was silent in the next day and spent most of his time in prayer. He made no public statement. It was a great tragedy in his life and also in the life of this nation. He was disheartened, saddened and humiliated by his own people. He had lived, worked and taught the people for non-violence, truth, tolerance and love. He had seen in his period the failure his principles and failed to take root among his own countrymen.

William L. Shirer recorded this tragedy, “He was utterly crushed by the terrible bloodshed that swept India, just as self-government was won, provoked this time not by but by the savage quarrels of his fellow Indians. Fleeing by the millions across the new boundaries, the Muslims from India, the Hindus from Pakistan, a half million of them had been slain in cold blood before they could reach safely. Desperately and with heavy heart, and at the risk of his life, Gandhiji had gone among them, into the blood socked streets of Calcutta and the lanes of smaller towns and villages, littered with corpses and the debris of burning buildings, and beseeched them to stop the slaughter. He had fasted twice to induce the Hindus and the Muslims to make peace. But, except for temporary truces that were quickly broken, too little avail. All his lifelong teaching and practice of non-violence, which had been so successful in the struggle against, had come to nought. The realization that it had failed to keep his fellow Indians from flying at one another’s throats the moment they were free from shattered him.” For 78 year old Gandhi, it was a great shock and bewilderment to his philosophy of non-violence, truth, tolerance and love.

Gandhiji was betrayed by his own countrymen and he was assassinated by his own religious man. His assassin had successfully silenced Gandhi physically with three bullets. But bullets cannot destroy his truth, non-violence and tolerance. His spirit of principles will shine for centuries to come. It was illumined the life of great men like Nelson Mandela in South Africa and Martin Luther King in United States of America and peace loving millions of the world. Gandhiji’s martyrdom itself is caused to resurrect his principles and shine all over the world in eternity. Thus, his position as an apostle of truth, non-violence and tolerance in the political arena of 20th century is in its zenith.

Works Cited

• Copley, Antony, Gandhi against the Tide, 1987, Oxford University Press, New Delhi.
• Kapoor, Virender, Leadership the Gandhi Way, 2014, Rupa & Co, New Delhi.
• Kasturi, Bhashyam, Walking Alone Gandhi and India’s Partition, 2007, Vision Books, New Delhi.
• Rao, U.R., Prabhu, R.K., The Mind of Mahatma Gandhi, 1967, Navajivan Trust, Ahmadabad.
• Shirer, William L., Gandhi A Memoir, 1993, Rupa & Co, New Delhi.

We have 98 writers available online to start working on your essay just NOW!

Related Topics

Related essays.

By clicking "Send essay" you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

By clicking "Receive essay" you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

We can edit this one and make it plagiarism-free in no time

We use cookies to give you the best experience possible. By continuing we’ll assume you board with our cookie policy .

Compassion and Non-violence August 18, 2021

Thekchen Chöling, Dharamsala, HP, Indi - This morning, Jo Young Ok introduced the occasion on behalf of the Labsum Shedup Ling Dharma Centre in South Korea and requested His Holiness the Dalai Lama to address the virtual audience. In response he declared that he was honoured to have the opportunity to explain the Buddhadharma to them.

“Buddhism as it spread in Tibet was established by Shantarakshita on the basis of the Nalanda Tradition. We study the canonical treatises from India and engage in the practice of the three trainings. This is the process that I, as a monk, also followed. I studied the texts, reflected on what I’d understood and gained experience of it in meditation. And what I’m going to explain today is based on that experience.

“I respect all religious traditions. We have different ideas and philosophical approaches suited to the aptitude of different followers. The Buddha also gave different explanations in accordance with his listeners’ needs. However, all these different traditions emphasize the importance of cultivating love, compassion and non-violence. Historically some people have fought and even killed in the name of religion, but that kind of behaviour should now be left in the past.

“All the world’s great religious traditions have flourished in India and have customarily regarded each other with the utmost respect. This is an attitude that could well be adopted in other parts of the world.

“The Buddhas do not wash unwholesome deeds away with water,” His Holiness declared, “Nor do they remove the sufferings of beings with their hands, neither do they transplant their own realization into others. It is by teaching the truth of suchness that they liberate (beings).

“The Buddhas first generate the awakening mind of bodhichitta. Having accumulated the two collections (of merit and wisdom), they attain enlightenment and then share their experience with sentient beings. It’s on this basis that the Buddha stated, ‘You are your own master.’ Whether or not you choose to engage in the practice of Dharma is in your hands.

“The root of suffering is the unruly mind, so the practice of Dharma is to transform the mind. The Buddha has said that the compassionate ones lead beings through multiple means. Since beings are ignorant of the nature of things, he taught emptiness, which is peaceful and unborn. Over the decades that I have studied the Dharma and applied what I understood, I’ve seen a transformation in myself.

“It is possible to overcome adversity by training the mind. We develop concentration on the basis of the practice of ethics and then employ the single-pointed mind to examine how things exist. Developing insight as a result, we make progress on the path.

“The Four Noble Truths are the foundation of the Buddhadharma. The Buddha taught about suffering and its cause, but he also showed that suffering and its cause can be overcome; cessation can be attained. He taught about emptiness, as affirmed in the ‘Heart Sutra’, ‘Form is empty; emptiness is form. Emptiness is not other than form; form also is not other than emptiness.’

“The practice of Dharma entails the use of our mental consciousness and the threefold process of study, reflection and meditation. This is how to bring about change within yourself. If you develop bodhichitta, even adverse circumstances can be turned to advantage. Similarly, someone you view today as an enemy, can tomorrow become your friend.

“Every day, when I wake up, I invoke bodhichitta and reaffirm my understanding of emptiness. In that connection, I take great reassurance from the following three verses from Chandrakirti’s ‘Entering into the Middle Way’:

“Thus, illuminated by the rays of wisdom's light, the bodhisattva sees as clearly as a gooseberry on his open palm that the three realms in their entirety are unborn from their very start, and through the force of conventional truth, he journeys to cessation. 6.224

“Though his mind may rest continuously in cessation, he also generates compassion for beings bereft of protection. Advancing further, he will also outshine through his wisdom all those born from the Buddha's speech and the middle buddhas. 6.225

“And like a king of swans soaring ahead of other accomplished swans, with white wings of conventional and ultimate truths spread wide, propelled by the powerful winds of virtue, the bodhisattva would cruise to the excellent far shore, the oceanic qualities of the conquerors. 6.226"

In briefly clarifying emptiness His Holiness alluded to three key verses (6.34-6) of ‘Entering into the Middle Way’ in which Chandrakirti outlines the four logical fallacies that would occur if things possessed objective existence; if they had an essential core in and of themselves. These are that an Arya being's meditative absorption on emptiness would be the destroyer of phenomena; that it would be wrong to teach that things lack ultimate existence; that the conventional existence of things would be able to withstand ultimate analysis into the nature of things, and that it would be untenable to state, as the Buddha does, that things are empty in and of themselves.

He mentioned two further verses from Nagarjuna’s ‘Root Wisdom of the Middle Way’:

That which is dependently arisen Is explained to be emptiness. That, being a dependent designation, Is itself the middle way. 24.18

There does not exist anything That is not dependently arisen. Therefore, there does not exist anything That is not empty. 24.19

“When you gain some conviction about this,” His Holiness declared, “you’ll see some transformation within yourself. Buddhism is not just concerned with reciting prayers or sitting in thoughtless meditation, it is founded on compassion. This is why Chandrakirti opens his ‘Entering into the Middle Way’ with a eulogy to compassion:

Buddhas are born from bodhisattvas. The compassionate mind and non-dual cognition as well the awakening mind: these are causes of bodhisattvas. 1.1

As compassion alone is accepted to be the seed of the perfect harvest of Buddhahood, the water that nourishes it, and the fruit that is long a source of enjoyment, I will praise compassion at the start of all. 1.2

His Holiness clarified that enlightenment is won through a combination of compassion and wisdom. All mental defilements, mental afflictions and cognitive obscurations, are eliminated by employing them both.

In responding to a series of questions from members of the audience His Holiness agreed that humanity is facing a number of crises including the Covid pandemic and climate change. Nevertheless, as human beings, he said, we must use our unique intelligence to make our lives meaningful. He noted that the variety of difficulties he’s faced since leaving Tibet and becoming a refugee have actually contributed constructively to his practice of the Dharma.

Asked how to prepare ourselves for coming face to face with death, His Holiness described the dissolution of the elements and the occurrence of the three visions: whitish appearance, reddish increase and black near-attainment culminating in the manifestation of the mind of clear light. He recommended that we familiarize ourselves with these stages of dissolution. In tantra there are references to transforming the three states of death, intermediate state and rebirth into the three bodies of a Buddha.

His Holiness mentioned the phenomenon known as ‘thukdam’ that takes place when an accomplished meditator dies. Although their bodies are recognised to be clinically dead, they remain fresh and don’t decay. He recalled that his tutor Ling Rinpoché remained in this state for 13 days and that recently a monk at Gyutö Tantric College maintained his meditation on the clear light of death for 32 days. His Holiness noted that people with experience of the stages of dissolution at death can recognise them as they occur. Then, the dawning of the clear light of death provides an opportunity for profound meditation on emptiness.

His Holiness answered a question about how children should cope with feeling angry with their parents with the advice to consult Shantideva’s ‘Entering into the Way of a Bodhisattva’. Chapter six, he pointed out, gives explicit guidance about the disadvantages of anger and learning to deal with it, while chapter eight extols the advantages of cultivating an altruistic attitude. The goal is to cultivate a relaxed state of mind. Learning to tackle anger and develop kindness are part of the practice of emotional hygiene.

His Holiness told a woman who asked about the meaning of emptiness in ordinary life that a summary of the quantum mechanics view can be helpful. Quantum physicists state that things appear to have an objective existence from their own side, but under examination they are found not to exist in that way. In the Buddhist account things are empty of inherent existence. That this profound view is difficult to accept is indicated by Chandrakirti’s rebuke of Vasubandhu, Dignaga and Dharmakirti, masters celebrated for their accomplishments in other areas, because they rejected Nagarjuna’s position.

Another question about anger prompted the same response as before. Read Shantideva’s ‘Entering into the Way of a Bodhisattva’, especially chapters six and eight. His Holiness commended reflecting on the virtues of love and compassion, the shortcomings of anger and the advantages of patience. He quoted Shantideva:

For those who fail to exchange their own happiness for the suffering of others, Buddhahood is certainly impossible - how could there even be happiness in cyclic existence? 8/131

Proceeding in this way from happiness to happiness, what thinking person would despair, after mounting the carriage, the Awakening Mind, which carries away all weariness and effort? 7/30

A young woman described feeling fearful when she tries to practise ‘giving and taking’ and generating the bodhisattva vow. His Holiness explained that we are so used to being guided by a self-cherishing attitude that trying to take on the unwholesome deeds of others or giving them our virtue feels dauntingly unfamiliar. He compared it to beginning to learn to read at school. To start with it feels difficult, but the more you become familiar with it, the easier it becomes.

His Holiness told a young man, who was concerned about engaging in analysis and coming to a different conclusion from his teacher, that so long as it didn’t involve a decline in respect for the teacher, disagreeing with him was fine. His Holiness suggested that discussing your conclusions with your friends can be very instructive.

Asked why students are encouraged to study the great Indian Buddhist classics and ‘Collected Topics’, His Holiness reminded his listeners that during the Buddha’s first round of teachings he laid out the Four Noble Truths and the Vinaya without any recourse to reason. During the second round he taught the profound view of emptiness and the extensive conduct of a bodhisattva, both of which rely firmly on reason.

Studying Madhyamaka texts such as the ‘400 Verses’ and ‘Entering into the Middle Way’, as well as ‘Collected Topics’, makes for an incredibly powerfully system of education. It was maintained for more than a thousand years in Tibet and has been replicated and enhanced in the centres of learning in monasteries re-established in South India. In Tibet, students would study for forty years before they were considered fully qualified. Today, many students qualify in twenty years, but the curriculum remains rigorous.

Questioned about how to keep good family relations in the context of different religious traditions, His Holiness declared unequivocally that we are all the same in being human. What is most important is to cultivate a warm heart, maintain close contact and help one another.

In connection with cultivating the awakening mind of bodhichitta His Holiness quoted a verse from Nagarjuna’s ‘Precious Garland’:

May I always be an object of enjoyment For all sentient beings according to their wish And without interference, as are the earth, Water, fire, wind, herbs, and wild forests. 483

The Abbot of Labsum Shedup Ling, Geshé Tenzin Namkhar, thanked His Holiness for the profound teachings he had given. He assured him that the students who made up the virtual audience will do their best to put what they had understood into effect. He informed His Holiness that the first volume of the series ‘Science and Philosophy in the Indian Buddhist Classics’ had been translated into Korean and is currently at the printers. He ended with a wish that His Holiness visit Korea.

His Holiness replied that when he gave the centre the name Labsum Shedup Ling he hoped that members would be able to support their practice through study, reflection and meditation to engage in the three higher trainings. The purpose is to make progress on the path to enlightenment and His Holiness told his listeners that he continued to pray that they will be able to do this. Finally, he mentioned that he is confident that those who have made a connection with him in this life will be able to renew that connection in the future.

Choose Language

Social Channels

Search website, popular searches.

• Principal Commitments
• Brief Biography
• Birth to Exile
• 52nd Anniversary of Tibetan Uprising Day Statement
• Message to 14th Assembly
• Retirement Remarks
• Reincarnation
• Routine Day
• Questions & Answers
• Short Biographies of the Previous Dalai Lamas
• Chronology of Events
• Award & Honors 1957 - 1999
• Dignitaries Met 2005 - 2010
• Dignitaries Met 2000 - 2004
• Dignitaries Met 1990 - 1999
• Dignitaries Met 1954 - 1989
• Travels 2010 - Present
• Travels 2000 - 2009
• Travels 1990 - 1999
• Travels 1980 - 1989
• Travels 1959 - 1979
• 2024 Archive
• 2023 Archive
• 2022 Archive
• 2021 Archive
• 2020 Archive
• 2019 Archive
• 2018 Archive
• 2017 Archive
• 2016 Archive
• 2015 Archive
• 2014 Archive
• 2013 Archive
• 2012 Archive
• 2011 Archive
• 2010 Archive
• 2009 Archive
• 2008 Archive
• In Pictures
• Practical Advice for Attending the Teachings in India
• Training the Mind: Verse 1
• Training the Mind: Verse 2
• Training the Mind: Verse 3
• Training the Mind: Verse 4
• Training the Mind: Verse 5 & 6
• Training the Mind: Verse 7
• Training the Mind: Verse 8
• Generating the Mind for Enlightenment
• Words of Truth
• Introduction to the Kalachakra
• Public Audiences
• Private Audiences
• Media Interviews
• Invitations
• The Gaden Phodrang Foundation
• LIVE Webcasts

SarkariSchools.in

Essay on Non Violence in English

Explore the timeless philosophy of nonviolence, its historical impact, and its relevance in today’s world in this insightful essay. Learn how nonviolence, championed by figures like Gandhi and Martin Luther King Jr., offers a path to peace, social justice, and conflict resolution.

Table of Contents

100 Words Essay on Non Violence in English

Nonviolence, epitomized by leaders like Mahatma Gandhi and Martin Luther King Jr., is a potent force for positive change. It’s a philosophy that rejects physical, verbal, and mental aggression, advocating compassion and peaceful resolution of conflicts. In a world marred by violence, nonviolence offers a path towards harmony and justice. It has played pivotal roles in historical movements, like India’s independence struggle and the Civil Rights Movement in the United States. Today, nonviolence remains relevant, guiding social justice movements, inspiring diplomatic solutions to global conflicts, and fostering personal growth. It reminds us that through peaceful means, we can overcome adversity and build a better world.

200 Words Essay on Non Violence in English

Nonviolence, often associated with great leaders like Mahatma Gandhi and Martin Luther King Jr., is a profound philosophy that advocates the resolution of conflicts through peaceful means. It encompasses physical, verbal, and mental nonviolence, emphasizing empathy, compassion, and understanding.

One of the most iconic examples of nonviolence is Mahatma Gandhi’s role in India’s struggle for independence. His commitment to civil disobedience, boycotts, and hunger strikes demonstrated that nonviolent resistance could bring about significant political change. Similarly, Martin Luther King Jr. employed nonviolent strategies in the Civil Rights Movement, using peaceful protests and civil disobedience to combat racial segregation and injustice.

Nonviolence is not confined to history; it remains relevant in today’s world. Social justice movements like Black Lives Matter and climate activism often embrace nonviolent principles to effect change peacefully. Moreover, nonviolence can guide international diplomacy, promoting dialogue and cooperation over armed conflicts.

On a personal level, practicing nonviolence can lead to improved relationships, enhanced mental well-being, and a more harmonious society. It is a reminder that violence begets violence, but compassion and empathy have the power to break the cycle.

In a world plagued by violence and division, the philosophy of nonviolence serves as a beacon of hope and a path toward a more peaceful and just future. It teaches us that even in the face of adversity, there is strength in peaceful resistance and the pursuit of understanding.

300 Words Essay on Non Violence in English

Nonviolence: The Path to Peace and Progress

Introduction

Nonviolence is a profound philosophy and practice that has shaped the course of human history. Rooted in the belief that violence only begets more violence, it offers a compelling alternative path to address conflicts and issues. This essay explores the principles of nonviolence, its historical significance, and its continued relevance in the modern world.

Principles of Nonviolence

Nonviolence encompasses various dimensions, each promoting peace and understanding:

• Physical Nonviolence: This principle advocates abstaining from causing physical harm to others, recognizing the sanctity of all life.
• Verbal Nonviolence: Nonviolence extends to speech, emphasizing respectful and empathetic communication while eschewing insults and offensive language.
• Mental Nonviolence: Controlling one’s thoughts and emotions to avoid harboring hatred, anger, or ill-will towards others is central to this principle.
• Social Nonviolence: Nonviolence goes beyond individuals to address societal structures, calling for the eradication of systems that perpetuate injustice, discrimination, and inequality.

Historical Impact of Nonviolence

• Gandhi and India’s Independence: Mahatma Gandhi’s commitment to nonviolent resistance played a pivotal role in India’s struggle for independence from British colonial rule. His methods of civil disobedience, like the Salt March and hunger strikes, demonstrated the effectiveness of nonviolence in achieving political change.
• Civil Rights Movement: Leaders like Martin Luther King Jr. drew inspiration from Gandhi’s principles of nonviolence to combat racial segregation and discrimination. The Montgomery Bus Boycott and the March on Washington are prime examples of the power of nonviolent protest.
• Nelson Mandela and Apartheid: Nelson Mandela’s commitment to reconciliation and peaceful negotiation helped dismantle the apartheid regime in South Africa, leading to a peaceful transition to democracy.

Relevance in Today’s World

• Conflict Resolution: Nonviolence offers a framework for resolving conflicts without resorting to violence. In our interconnected world, peaceful dialogue and negotiation are essential.
• Social Justice: Nonviolence continues to be a potent tool in the fight against social injustices. Movements like Black Lives Matter and climate activism often adopt nonviolent strategies to raise awareness and bring about change.
• Global Diplomacy: Nonviolence can serve as a guiding principle in international relations, emphasizing cooperation, diplomacy, and the avoidance of armed conflict.
• Personal Growth: Practicing nonviolence in our personal lives can lead to healthier relationships, improved mental well-being, and a more harmonious society.

Nonviolence, with its emphasis on compassion, empathy, and peaceful conflict resolution, remains a powerful force for positive change in our world. Embracing nonviolence not only benefits individuals but also has the potential to shape a more just and harmonious global community. In a world rife with challenges, nonviolence stands as a beacon of hope and a path to a brighter future where peace and understanding prevail over hatred and violence.

500 Words Essay on Non Violence in English

The power of nonviolence: a path to peace and progress.

Nonviolence, also known as “ahimsa” in Sanskrit, is a profound and timeless philosophy that has shaped the course of human history. Rooted in the belief that violence begets violence, nonviolence advocates for resolving conflicts through peaceful means, compassion, and understanding. This essay explores the significance and principles of nonviolence, its historical impact, and its relevance in today’s world.

The Principles of Nonviolence

Nonviolence is not merely the absence of physical violence; it is a comprehensive philosophy encompassing various aspects of human interaction:

• Physical Nonviolence: This entails abstaining from causing physical harm to others. It promotes the idea that all life is precious and should be protected.
• Verbal Nonviolence: Verbal aggression, insults, and offensive language can be as damaging as physical violence. Nonviolence calls for respectful and empathetic communication.
• Mental Nonviolence: This principle emphasizes controlling one’s thoughts and emotions to avoid harboring hatred, anger, or ill-will toward others.
• Social Nonviolence: Nonviolence extends to societal structures and calls for the eradication of systems that perpetuate injustice, discrimination, and inequality.
• Mahatma Gandhi and Indian Independence: Mahatma Gandhi’s commitment to nonviolent resistance played a pivotal role in India’s struggle for independence from British colonial rule. His methods of civil disobedience, such as the Salt March and hunger strikes, demonstrated the effectiveness of nonviolence in achieving political change.
• Civil Rights Movement in the United States: Leaders like Martin Luther King Jr. drew inspiration from Gandhi’s principles of nonviolence to combat racial segregation and discrimination. The Montgomery Bus Boycott and the March on Washington are prime examples of the power of nonviolent protest.
• Peace Movements: Nonviolent movements for peace, such as the protests against the Vietnam War and the anti-nuclear weapons campaigns, have showcased the ability of nonviolence to rally global support for disarmament and conflict resolution.
• Conflict Resolution: Nonviolence provides a framework for resolving conflicts without resorting to violence. In an increasingly interconnected world, peaceful dialogue and negotiation are essential.

Nonviolence, with its emphasis on compassion, empathy, and peaceful conflict resolution, remains a powerful force for positive change in our world. As history has shown, it can break the chains of oppression, inspire social movements, and foster a culture of peace. Embracing nonviolence not only benefits individuals but also has the potential to shape a more just and harmonious global community. In a world rife with challenges, nonviolence stands as a beacon of hope and a path to a brighter future.

Essay on Non Violence in English Essay on Non Violence in English

मतदाता दिवस

Similar Posts

Travel Essay on Wayanad in English

Travel Essay on Wayanad in English: Explore the pristine beauty of Wayanad through our travel essay. Discover lush tea plantations, captivating waterfalls, indigenous culture, and a wildlife sanctuary in this enchanting Kerala district. Travel Essay on Wayanad in English 100 Words Wayanad: Nature’s Paradise Wayanad, a lush gem in Kerala’s crown, offers a serene escape….

Essay on Cleanliness is Next to Godliness

Explore the profound significance of cleanliness in our lives through this insightful Essay on Cleanliness is Next to Godliness’ Discover how cleanliness influences physical health, mental well-being, spiritual growth, and social harmony. Gain valuable insights into the age-old adage and learn how cleanliness is not just a virtue but a path to a healthier, happier,…

An Overview of Post-structuralism & Difference between structuralism and post structuralism

Unlock the An Overview of Post-structuralism & Difference between structuralism and post structuralism with our insightful comparison. Explore how structuralism seeks stable, universal structures in language and culture, while post-structuralism challenges these notions, emphasizing the fluidity of meaning, linguistic instability, and the fragmentation of identity. Delve into the intellectual shifts from fixed structures to dynamic…

Dr Rajendra Prasad Essay in English

Explore the life and contributions of Dr. Rajendra Prasad in this enlightening Dr Rajendra Prasad Essay in English. Learn about the significant role played by this eminent leader in India’s independence movement and his historic tenure as the first President of the nation. Aspect Information Full Name Rajendra Prasad Srivastava Date of Birth December 3,…

Essay On Water Pollution: Causes, Effects, and Solutions

Learn about the causes, effects, and solutions to essay on water pollution in this informative essay. Discover the impact of water contamination on human health, wildlife, ecosystems, and the economy, and explore practical steps to prevent and address this critical issue. Short Essay On Water Pollution or Water Contamination Essay on Water Pollution For Class…

Article on Major Dhyan Chand

Article on Major Dhyan Chand: “Discover the inspiring journey of Major Dhyan Chand, the legendary Indian field hockey player known as ‘The Hockey Wizard.’ Explore his remarkable achievements, Olympic triumphs, and enduring legacy that continues to inspire athletes and fans around the world. Learn about his unparalleled ball control, goal-scoring prowess, and contributions to the…

• Environment
• Information Science
• Social Issues
• Argumentative
• Cause and Effect
• Classification
• Compare and Contrast
• Descriptive
• Exemplification
• Informative
• Controversial
• Exploratory
• What Is an Essay
• Length of an Essay
• Generate Ideas
• Types of Essays
• Structuring an Essay
• Outline For Essay
• Essay Introduction
• Thesis Statement
• Body of an Essay
• Writing a Conclusion
• Essay Writing Tips
• Drafting an Essay
• Revision Process
• Fix a Broken Essay
• Format of an Essay
• Essay Examples
• Essay Checklist
• Essay Writing Service
• Pay for Research Paper
• Write My Research Paper
• Write My Essay
• Custom Essay Writing Service
• Admission Essay Writing Service
• Pay for Essay
• Academic Ghostwriting
• Write My Book Report
• Case Study Writing Service
• Dissertation Writing Service
• Coursework Writing Service
• Lab Report Writing Service
• Do My Assignment
• Buy College Papers
• Capstone Project Writing Service
• Buy Research Paper
• Custom Essays for Sale

Can’t find a perfect paper?

• Free Essay Samples
• Nonviolence

Essays on Nonviolence

The Concept of Civil Disobedience The concept of civil disobedience refers to an individual's active refusal to adhere to the rules or regulations set up by an existing authority. There is a lot of controversies over the moral justification of civil disobedience given that it reflects an individual's defiance to conform...

Introduction “The Letter from a Birmingham Jail” by Martin Luther King Jr. was mainly written as a response to the Birmingham clergymen who published an open letter vehemently challenging and criticizing the actions of Martin Luther King and The Southern Christian Leadership Conference (SCLC). However, when one further scrutinizes the contents...

Words: 1172

Found a perfect essay sample but want a unique one?

Request writing help from expert writer in you feed!

Since its independence in 1776, United States of America has had a depraved history of racism. Socially and legally approved rights and privileges were given mostly to white American but not to the African-Americans, Asian-Americans and Native Americans. There were separate schools for the whites and other communities (Winter 12)....

Words: 2880

Nonviolence is an wonderful technique of harmonizing relationships amongst people and all other creatures for the accomplishment of justice and the eventual well-being of everyone. Non-violence has emerge as a form of protest against the oppressive regime or the fight in opposition to something. It is not only the lack...

Words: 1180

Related topic to Nonviolence

You might also like.

Home — Essay Samples — Philosophy — Nonviolence

Essays on Nonviolence

White flight effect, nonviolence analysis, made-to-order essay as fast as you need it.

Each essay is customized to cater to your unique preferences

+ experts online

John Lewis March Character Analysis

How violent was martin luther king's opinion/, truth and nonviolence as old as hill: mahatma gandhi, reflecting on a non violent form of a protest, let us write you an essay from scratch.

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

The Way of Non-violence by Cesar Chavez

A look at the productive but non violent way of picketing, analysis of the main parts of the just war theory, cesar chavez's nonviolent resistance argument, get a personalized essay in under 3 hours.

Expert-written essays crafted with your exact needs in mind

Discussion of Whether There is Any Such Thing as a Just War

Gandhi and nonviolence: the path to social change, relevant topics.

• Personal Philosophy
• Political Philosophy
• Child Observation
• Epistemology
• Mindfulness
• Critical Reflection
• Metaphysics
• Enlightenment

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

• IAS Questions
• IAS History Questions
• What Are Mahatma Gandhis Principles Of Nonviolence

What are Mahatma Gandhi's principles of nonviolence?

Mahatma Gandhi’s nonviolence is the search for truth. His whole life has been “experiments of truth”. It was in this course of his pursuit of truth that Mahatma Gandhi discovered nonviolence, which he further explained in his Autobiography thus “Ahimsa is the basis of the search for truth.

For more relevant articles, refer to the following links:

• Mahatma Gandhi’s Early Movement
• Gandhi Irwin Pact
• Salt Satyagraha

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

IAS 2024 - Your dream can come true!

Download the ultimate guide to upsc cse preparation.

• Share Share

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2023 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

How to Identify and Prevent School Violence

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Ann-Louise T. Lockhart, PsyD, ABPP, is a board-certified pediatric psychologist, parent coach, author, speaker, and owner of A New Day Pediatric Psychology, PLLC.

Yasser Chalid / Getty Images

Recognizing the Signs of School Violence

School violence refers to violence that takes place in a school setting. This includes violence on school property, on the way to or from school, and at school trips and events. It may be committed by students, teachers, or other members of the school staff; however, violence by fellow students is the most common.

An estimated 246 million children experience school violence every year; however, girls and gender non-conforming people are disproportionately affected.

"School violence can be anything that involves a real or implied threat—it can be verbal, sexual, or physical, and perpetrated with or without weapons. If someone is deliberately harming someone or acting in a way that leaves someone feeling threatened, that‘s school violence,” says Aimee Daramus , PsyD, a licensed clinical psychologist.

This article explores the types, causes, and impact of school violence and suggests some steps that can help prevent it.

Types of School Violence

School violence can take many forms. These are some of the types of school violence:

• Physical violence , which includes any kind of physical aggression, the use of weapons, as well as criminal acts like theft or arson.
• Psychological violence , which includes emotional and verbal abuse . This may involve insulting, threatening, ignoring, isolating, rejecting, name-calling, humiliating, ridiculing, rumor-mongering, lying, or punishing another person.
• Sexual violence , which includes sexual harrassment, sexual intimidation, unwanted touching, sexual coercion, and rape .
• Bullying , which can take physical, psychological, or sexual forms and is characterized by repeated and intentional aggression toward another person.
• Cyberbullying , which includes sexual or psychological abuse by people connected through school on social media or other online platforms. This may involve posting false information, hurtful comments, malicious rumors, or embarrassing photos or videos online. Cyberbullying can also take the form of excluding someone from online groups or networks.

Causes of School Violence

There often isn’t a simple, straightforward reason why someone engages in school violence. A child may have been bullied or rejected by a peer, may be under a lot of academic pressure, or may be enacting something they’ve seen at home, in their neighborhood, on television, or in a video game.

These are some of the risk factors that can make a child more likely to commit school violence:

• Poor academic performance
• Prior history of violence
• Hyperactive or impulsive personality
• Mental health conditions
• Witnessing or being a victim of violence
• Alcohol, drug, or tobacco use
• Dysfunctional family dynamic
• Domestic violence or abuse
• Access to weapons
• Delinquent peers
• Poverty or high crime rates in the community

It’s important to note that the presence of these factors doesn’t necessarily mean that the child will engage in violent behavior.

Impact of School Violence

Below, Dr. Daramus explains how school violence can affect children who commit, experience, and witness it, as well as their parents.

Impact on Children Committing Violence

Children who have been victims of violence or exposed to it in some capacity sometimes believe that becoming violent is the only way they‘ll ever be safe.

When they commit violence, they may experience a sense of satisfaction when their emotional need for strength or safety is satisfied. That‘s short-lived however, because they start to fear punishment or retribution, which triggers anger that can sometimes lead to more violence if they’re scared of what might happen to them if they don’t protect themselves. 

Children need help to try and break the cycle; they need to understand that violence can be temporarily satisfying but that it leads to more problems.

Impact on Children Victimized by School Violence

Victims of school violence may get physically injured and experience cuts, scrapes, bruises, broken bones, gunshot wounds, concussions, physical disability, or death.

Emotionally speaking, the child might experience depression , anxiety, or rage. Their academic performance may suffer because it can be hard to focus in school when all you can think about is how to avoid being hurt again.

School violence is traumatic and can cause considerable psychological distress. Traumatic experiences can be difficult for adults too; however, when someone whose brain is not fully developed yet experiences trauma, especially if it’s over a long time, their brain can switch to survival mode, which can affect their attention, concentration, emotional control, and long-term health. 

According to a 2019 study, children who have experienced school violence are at risk for long-term mental and physical health conditions, including attachment disorders, substance abuse, obesity, diabetes, cancer, heart disease, and respiratory conditions.

The more adverse childhood experiences someone has, the greater the risk to their physical and mental health as an adult.

Impact on Children Who Witness School Violence

Children who witness school violence may feel guilty about seeing it and being too afraid to stop it. They may also feel threatened, and their brain may react in a similar way to a child who has faced school violence.

Additionally, when children experience or witness trauma , their basic beliefs about life and other people are often changed. They no longer believe that the world is safe, which can be damaging to their mental health.

For a child to be able to take care of themselves as they get older, they need to first feel safe and cared for. Learning to cope with threats is an advanced lesson that has to be built on a foundation of feeling safe and self-confident.

Children who have experienced or witnessed school violence can benefit from therapy, which can help them process the trauma, regulate their emotions, and learn coping skills to help them heal.

Impact on Parents

Parents react to school violence in all kinds of ways. Some parents encourage their children to bully others, believing that violence is strength. Some try to teach their children how to act in a way that won’t attract bullying or other violence, but that never works and it may teach the child to blame themselves for being bullied. 

Others are proactive and try to work with the school or challenge the school if necessary, to try and keep their child safe. 

It can be helpful to look out for warning signs of violence, which can include:

• Talking about or playing with weapons of any kind
• Harming pets or other animals
• Threatening or bullying others
• Talking about violence, violent movies, or violent games
• Speaking or acting aggressively

It’s important to report these signs to parents, teachers, or school authorities. The child may need help and support, and benefit from intervention .

Preventing School Violence

Dr. Daramus shares some steps that can help prevent school violence:

• Report it to the school: Report any hint of violent behavior to school authorities. Tips can be a huge help in fighting school violence. Many schools allow students to report tips anonymously.
• Inform adults: Children who witness or experience violence should keep telling adults (parents, teachers, and counselors) until someone does something. If an adult hears complaints about a specific child from multiple people, they may be able to protect other students and possibly help the child engaging in violence to learn different ways.
• Reach out to people: Reach out to children or other people at the school who seem to be angry or upset, or appear fascinated with violence. Reach out to any child, whether bullied, bullying, or neither, who seems to have anxiety, depression, or trouble managing emotions. Most of the time the child won’t be violent, but you’ll have helped them anyway by being supportive.

A Word From Verywell

School violence can be traumatic for everyone involved, particularly children. It’s important to take steps to prevent it because children who witness or experience school violence may suffer physical and mental health consequences that can persist well into adulthood.

Centers for Disease Control and Prevention. Preventing school violence .

UNESCO. What you need to know about school violence and bullying .

UNESCO. School violence and bullying .

Nemours Foundation. School violence: what students can do .

Ehiri JE, Hitchcock LI, Ejere HO, Mytton JA. Primary prevention interventions for reducing school violence . Cochrane Database Syst Rev . 2017;2017(3):CD006347. doi:10.1002/14651858.CD006347.pub2

Centers for Disease Control and Prevention. Understanding school violence .

Ferrara P, Franceschini G, Villani A, Corsello G. Physical, psychological and social impact of school violence on children . Italian Journal of Pediatrics . 2019;45(1):76. doi:10.1186/s13052-019-0669-z

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

GetSetNotes

Aldous Huxley Non Violence Summary

Non-violence is the key to world peace and is used to defeat evil, conflict, war, anger, and hatred in society. It contributes to good relations between individuals, groups, and governments, and peace exists in the absence of war and violence. Unity, equality, and justice are basic principles to bring non-violence into society. Non-violent resistance is applicable to individuals, groups, nations, and people of the new industrial age.

The principles of non-violence have been applied by Gandhian and Tolstoyan, who practiced non-violence in their mass movements in South Africa and India. Although some people view non-violence as impractical, it can be used to overcome problems in modern associations. The social structure of the community can be arranged to prevent individuals from seeking power in bullying.

Non-violence can be trained to perform two main functions: maintaining the life of the association and using their training to achieve a higher level of association life. The current problems in society include combining worker self-government with technical efficiency, raising education levels, distributing wealth, and making the best use of leisure. These problems can be solved through study, labor, and non-violence, facilitating smooth working and building a satisfactory society.

The Three Dancing Goats Summary

One Reply to “Aldous Huxley Non Violence Summary”

• Pingback: Sir Richard Livingstone The Essentials of Education Summary – GetSetNotes

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Enjoy this blog? Please spread the word :)

• Website Inauguration Function.
• Vocational Placement Cell Inauguration
• Media Coverage.
• Certificate & Recommendations
• Privacy Policy
• Science Project Metric
• Social Studies 8 Class
• Computer Fundamentals
• Introduction to C++
• Programming Methodology
• Programming in C++
• Data structures
• Boolean Algebra
• Object Oriented Concepts
• Database Management Systems
• Open Source Software
• Operating System
• PHP Tutorials
• Earth Science
• Physical Science
• Sets & Functions
• Coordinate Geometry
• Mathematical Reasoning
• Statics and Probability
• Accountancy
• Business Studies
• Political Science
• English (Sr. Secondary)

Hindi (Sr. Secondary)

• Punjab (Sr. Secondary)
• Accountancy and Auditing
• Air Conditioning and Refrigeration Technology
• Automobile Technology
• Electrical Technology
• Electronics Technology
• Hotel Management and Catering Technology
• IT Application
• Marketing and Salesmanship
• Office Secretaryship
• Stenography
• Hindi Essays
• English Essays

Letter Writing

• Shorthand Dictation

Essay on “Non-Violence ” Complete Essay for Class 10, Class 12 and Graduation and other classes.

Non-Violence

Essay No. 01

POINTS TO DEVELOP

• Many great people have emphasised on the importance of non-violence.
• Various interpretations of the term.
• Non-violence, like other benevolent principles Cannot I be taken to the extreme.
• Gandhi’s Ahinsa.
• Violence has increased in the world today.
• Relevance of non-violence today.

“NON-VIOLENCE IS THE LAW OF SPECIES AS VIOLENCE IS THE LAW OF BRUTE”—

so spoke Mahatma Gandhi, celebrating the need and nature of the principle of non-violence for mankind. All wise men down the ages have preached the doctrine ,of love and non-violence. Zoroaster, Buddha, Mahavira, Christ, Nanak primarily emphasised a moral code that gave due status to non-violence. Non-violence is a philosophy of life, a modus operand which has been accepted as an article of faith in the East as well as the West. But what does the word ‘non-violence’ mean in simple terms? To what extent can and should non-violence be exercised in daily life? And is it not true that the world today is in dire need of nonviolence?

Non-violence has been variously interpreted by different people including philosophers and scholars. Generally, the term means ‘non-injury’ to others. It is a concept based on the fundamental goodness of man. In the fight for what is right and good-freedom, morality, justice and equality, violence must be avoided. All these are to be gained by avoiding use of physical force. One must avoid inflicting pain on others to win one’s goal however true and justifiable it may be. Evil must be resisted in a calm manner and not through violence in thought or action. For almost always violence begets violence-and there will be no end to it. The path of non-violence calls for a great amount of fortitude on the part of the person practicing it to achieve the best of goals. It also calls for courage and a lot of self-sacrifice. Thus non-violence, as Gandhi said, is not the weapon of the coward but of the strong. But to what extreme can the principle of non-violence be extended?

Just like other benevolent principles, non-violence fails to make sense once you take it to an extreme. It is not possible for man to exist at all if he is to ensure that he does not harm or injure a single animal, plant or micro-organism throughout his life. We breathe-and in the mere act of breathing we kill a number of germs and bacteria that cannot be seen by the naked eye. We walk-and the mere act of walking crushes innumerable small, microscopic organisms that abound on the soil. Moreover, injury by itself need not be solely physical in nature; it can be emotional and mental as well. There are no standard and practicable measures by which we can gauge the extent to which an act may cause mental and emotional harm.

Aggression between humans can be repulsed and checked by non-violence. But where the aggressor has no regard for the resulting destruction and bloodshed, total non-violence would only invite aggression. It must be remembered that even Gandhi, the modern profounder of the gospel of ‘non-violence’, allowed the use of violent weapons in the fight for right goals if there was a need.

Mahatma Gandhi is considered the apostle of non-violence. Truly, be expanded the concept so that nonviolence as a principle acquired a totally new meaning and dimension. For him, the path of ahinsa or non-violence was the only way to achieve freedom and truth which was the supreme reality for him. He explained how ahinsa was an active force and not simply a term passive in its meaning. The light through ahinsa was a legitimate struggle that demanded a lot of merit and virtue on the part of its followers. Ahinsa, for Gandhi, was not cowardice. Gandhi encouraged the use of ahinsa so that its practice on an individual level might finally enhance its significance for the nation as a whole-for only individuals constitute a nation! The effectiveness of the message of non-violence preached by Gandhi can be gauged from responses all over the globe-we have self-professed students of the Mahatma in leaders like Aung San Suu Kyi and Nelson Mandela.

In these modern times, it is violence that has emerged as one of the most common causes of human suffering. The pursuit of material benefits has resulted in growing conflicts between individuals, groups and nations New forms of violence have thus emerged. Highly sophisticated and lethal chemical and nuclear weapons have opened up ways .to inflict a maximum of destruction and damage. In truth, one ought to blame the modern ways of living for the violent tendencies that have taken strong roots in man. There is less of patience, perseverance, true courage, dedication and absolutely no sense of values at all. Man today is lost; and wandering souls can be easily misled in the name of anything. Violence has grown to such an extent today that it has almost acquired some kind of legitimacy. One fears that the growing violent attitude will ultimately wipe out mankind as a whole!

The world is desperately in need of non-violence as a way of life, to spread the gospel of love, brotherhood and peace. Man must awaken and realise that the world of violence in which he is living can blow up on his face at any time. Before time runs out, man must realise the folly of indulging in violence and give it up. Only the path of non-violence can truly provide mankind release from all ills and bring about harmony in the world. Only non- violence can restore sanity around us.

Essay No. 02

Non-violence  as  a  doctrine  has  been  preached  by  all  wise  men from  time  immemorial.  The  saints  and  sages  all  over  the  world have  preached  the gospel  of  love  and  understanding.  All differences  among  people  can  be  solved  through  love  without resorting  to  violent  means.  Mahatma  Gandhi,  the  greatest champion  of  non-violence,  defined  it  as  Ahimsa,  that  is  showing goodwill  and  love  to  an  antagonist  while  protesting  in  spirit against  his  unjust  act.  It  is  fundamentally  based  on  the spirituality  of  man.  It is synonymous  with  moral  courage.  It is not  mere  passive  courage,  but  is  the  driving  force  of  a  spirit which  seeks  redress  of  moral  grievances.  In  today’s  world,  non-violence  has  to  be  practised  if  mankind,  is  to  survive.  Non-violence  can-prove  a  panacea  for  all  the  ill  of  the  present-day world.

All  wise  men  down  the  ages  have  preached  the  doctrine  of  non-violence and  love.  The  chief  principles  -enshrined  in  the  teachings  of  Buddha Mahavira,  Christ,  Nanak,  Zoroaster  primarily  Jay  emphasis  on  a  moral code  in  which  there  is  no  place  for  violence  to  others  for  ones,  personal gains.  Non-violence is  a  philosophy  of  life.  It has  been  accepted  in  the East  as  well  as  in  the  West  as  an  article  of  faith.

Mahatma  Gandhi  was  the  greatest  apostle of  peace,  and  non-violence  in this  century.  He  defined  his  principle  as  Ahimsa,  that  is  showing  goodwill and  love  to  an  antagonists  while  protesting  .in  spirit  against  injustice  and violence.  It  was  in  South  .Africa that  he  for  the  first  time  experimented with  this  technique  of  peaceful  protest.  He  was  pained  to  see  the  second class  treatment  meted  .out  to  Indians  by  the  British.  There  was  a  terrible colour  prejudice  which  made  the  life  of  the  Indians  miserable.  He  was deeply  hurt  to  see  the  sorry  plight  of  Indians  and  their  working  and  living conditions.  He  became  preoccupied  with  the  question  of  how  to  change these  conditions.  He decided  to  adopt.  the  path  of  peaceful  agitation  and persuaded  Indians  to  join  him  in  his  struggle  for  the restoration  of  their rights.  His  success  in  his  crusade  only  strengthened  his  belief  in  non-violence.

The  first  article  of  non-violence  is  avoidance  of  physical  force  and  pain on  others.  The  other  aspect  lays  emphasis  on  the  moral  courage  and  attitude towards  life  of  an  individual.  It implies that  everyone,  who  is  a  seeker  of truth  must  be  ready  to  undergo  any  trial  of  hardship  in  pursuit  of  his inquiry.  In  this  sense,  non-violence  implies  that  man  must  face  or  resist the  evil  in  his  adversaries  in  a  calm  manner  and  not  resort  to  violence  in thought  or  action  at  any  time.  It  requires  rigorous  training  both  of  mind and  body.  Obviously,  non-violence  is  based  on  the  fundamental  goodness of  man  .and  is  deeply  grounded  in  the  belief  that  given  suitable  opportunity the  conscience  of  man  which  is  basically  good  is  likely  to  prevail  over evil.

In  his  Experiments  With  Truth,  Mahatma  Gandhi  was  convinced  that  non-violence  was  not  the  religion  of  the  coward  but  of  the  strong  and  morally determined.  He  certainly  did  not  advocate,  as  is  often  misunderstood  by his  critics,  cowardly  self-surrender.  On  the  contrary  he  advised  people  to resist  evil  with  determination  in  self-defence.  He  once  said,  non-violence does  not  imply  running  away  from  danger,  leaving  near  and  dear  ones  unprotected.  In  fact,  given  a  choice  between  cowardice  and  violence,  he chose  Violence  any  way.  It  is  only  the  truly  brave  who  can  defy  the  others without  inflicting  injury  on  them.  A  non-violent  person  gives  patient  hearing to  his  opponent;  reasons  with  him  respectfully  and  if  need  be,  expresses his  opinion  on  the  subject  and  firmly  refuses  to compromise  on  his principles.  He  adopts  the  technique  of  non-violence  and  non-cooperation to  fight  injustice  of  any  kind.

Today,  when  the  world  is  almost  on  the  verge  of  a  nuclear  holocaust,  non-violence  as  a  means  of  solving differences  among  civilized  people  is extremely  relevant.  Pandit  Nehru,  one  of greatest  disciples  of  Gandhi, had  admitted  that  he  was  convinced  about  the  futility  of  violence  in  the aftermath  of  war  and  partition  of  the  country  on  the  eve  of  independence. The  human  agony  and  suffering  that  the  world  had  been  Witness  to  after the  partition  of  India  seem  Meaningless  today.  The  communal  passions which  Were  aroused  in  the  hearts  of  the  people  still  have  not  been  resolved. They  continue  to  raise  their  ugly  heads  and  lead  to  countess  deaths  without resolving  the  issues  at  all.  Violence, therefore,  cannot  yield  any  positive result.  It  never  has Sooner  the  mankind  realises  it,  better  it  is  for  its  own preservation.

Super  powers  boast  possessing  weapons  which  can  destroy  the  entire continents  at  one  stroke.  One  constantly  lives  under  the  feat.  of  .a  third world  war  .breaking  out,  which  many  strike  the  death  toll  for  the  entire human  race.  The  amount  of  money  that.  is  spent  on  developing  military Weapons  and  acquiring  most,  sophisticated  aunts  by  almost all  the  countries all  over  the  world  is  simply  outrageous.  If  only  one  were  to  consider  the use  this  colossal  wealth  of  the  world  could  be  put  to  for  the  benefit  of the  mankind!  It  is  never  too late to learn  from  the  lessons  of  history. Aggression  and  violence  have  never  brought  about  any  permanent  solution to  issues.  They only end  up  in  causing  misery  and suffering.  So far violence has been  the  history  of  man.  It cannot be  allowed  to  continue.  The  vain, power-hungry  people  Who  indulge  in  wars  simply  for  the  satisfaction  of their  ambitions  and  greed  must  be  curbed.

The  world  is  desperately  in  need  of  a  Messiah  of  peace,  who  can  once again  preach  the  gospel  of  love,  understanding  and  universal  brotherhood. Man  must  awaken  from  his slumbet and  take  stock  of  the  explosive situation  he  is  living  in.  Before  the  time  runs  out,  man  must  come  to  his senses  and  realise  the  folly  of  indulging  in  wars  and  violence.  Ultimately, non-violence  alone  can  provide freedom  from  all  the  ills  of  the  society and  bring  about  harmony  in  the  life  of  the  people.  It  is  the  only  means  of restoring  sanity  in  the  world.

About evirtualguru_ajaygour

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Quick Links

Popular Tags

Visitors question & answer.

• Bhavika on Essay on “A Model Village” Complete Essay for Class 10, Class 12 and Graduation and other classes.
• slide on 10 Comprehension Passages Practice examples with Question and Answers for Class 9, 10, 12 and Bachelors Classes
• अभिषेक राय on Hindi Essay on “Yadi mein Shikshak Hota” , ”यदि मैं शिक्षक होता” Complete Hindi Essay for Class 10, Class 12 and Graduation and other classes.
• Gangadhar Singh on Essay on “A Journey in a Crowded Train” Complete Essay for Class 10, Class 12 and Graduation and other classes.

Download Our Educational Android Apps

Latest Desk

• Television – Shiksha aur Manoranjan ke Sadhan ke roop mein “टेलीविजन – शिक्षा और मनोरंजन के साधन के रूप में” Hindi Essay 600 Words for Class 10, 12.
• Vigyan evm Nishastrikaran “विज्ञान एवं नीतिशास्त्र” Hindi Essay 1000 Words for Class 10, 12 and Higher Classes Students.
• Vigyan Ek Accha Sewak Ya Krur Swami “विज्ञान एक अच्छा सेवक या क्रूर स्वामी” Hindi Essay 1000 Words.
• Dainik Jeevan mein Vigyan “दैनिक जीवन में विज्ञान” Hindi Essay 800 Words for Class 10, 12 and Higher Classes Students.
• Example Letter regarding election victory.
• Example Letter regarding the award of a Ph.D.
• Example Letter regarding the birth of a child.
• Example Letter regarding going abroad.
• Letter regarding the publishing of a Novel.

Vocational Edu.

• English Shorthand Dictation “East and Dwellings” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines.
• English Shorthand Dictation “Haryana General Sales Tax Act” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.
• English Shorthand Dictation “Deal with Export of Goods” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.
• English Shorthand Dictation “Interpreting a State Law” 80 and 100 wpm Legal Matters Dictation 500 Words with Outlines meaning.

Gyan IQ .com

Essay on “non-violence” for students and children, best english essay, paragraph, speech for class 7, 8, 9, 10, 11, and 12, non-violence, violence leads to destruction.

Violence brings nothing but destruction. If the nations come out with heavy artillery against each other then the State, which gets more destruction is said to be the loser and that which faces lesser destruction is declared the winner. How strange are the criteria to judge the loser and the winner! It is probably based on the premise that man is primarily born to destroy or get destroyed with no other aim in life.

Mahatma Gandhi who always followed the path of non-, violence proved that even the biggest problems can be solved without resorting to violence He also proved that there are some other weapons that are more effective than bombs and bullets and the most effective among them are truth and nonviolence.

Nehru’s view – Man’s history

About Gandhiji, J.L. Nehru wrote: “Gandhiji was essentially a man of religion, a Hindu to innermost depths of his being, and yet his conception of religion had nothing to do with any dogma, custom or ritual. It was basically concerned with his firm belief in the moral law, which he calls the Law of Truth or love. Truth and non-violence appear to him to be the same thing, and he uses these words almost interchangeably.”

Of course, man’s history through centuries has been a history of bloodshed. There is hardly a page in the entire history of mankind when man lived completely in peace and free from war and turmoil.

Nuclear weapons

With the advent of the Atom bomb, the man began to realize that now there might be no war, since, being afraid of the nuclear holocaust, a state may not venture to start a war against its adversary. No doubt, after World War II there have been no major wars like World War II itself. But we had the Korean War, the Congo War, the Vietnam War, the Gulf War, the Indo-China and Indo-Pak Wars, the Cuba crisis, the American operation against Iraq, and then Afghanistan.

Peace – Our goal and Nuclear energy for peaceful purposes

Then, have we really come nearer to the goal of total peace? Have we really gained from the invention of the Atom bomb? It cannot be denied that the nuclear power when used for peaceful purposes is of immense power to man, particularly in the matter of production of energy and curing of several critical ailments and deformities in the human body. That is truly the nonviolent harnessing of the demon of the atom. But what should we say in a nutshell, about nuclear weapons?

Stocks of nuclear weapons and terrorism

At present, a number of countries are having stocks of nuclear weapons which are a danger to the very existence of man.

The world has been coming closer and closer to a nuclear catastrophe. That is the violent aspect of the same atom.

Though terrorism in one form or the other is said to be as old as man, yet in the modern age, its ugly shape has sent a shudder through the frame of even the mightiest nations.

Let us follow Gandhiji

Now, we can say, with confidence that the way of nonviolence as shown by Gandhiji can be the only way out for mankind if it intends to save itself from extinction. Gandhiji brought the mightiest empire in history to its knees through his ways of non-violence. Then why not follow Gandhiji’s philosophy of non-violence in letter and spirit? If mankind remains adamant in not following the way shown by Gandhiji, certainly, the doomsday is going to become a reality rather sooner than later.

Related posts:

Related posts.

Your email address will not be published. Required fields are marked *

Email Address: *

Save my name, email, and website in this browser for the next time I comment.

This site uses Akismet to reduce spam. Learn how your comment data is processed .